- Lea's Blog

Excerpted from an article by Kathy Dyer
https://www.nwea.org/blog/2016/student-self-assessment-self-regulation-cornerstone-successful-formative-assessment/

The old adage that less is more is certainly at the heart of self assessment and self-regulation, one of the cornerstones of successful formative assessment. While it goes without saying that teachers teach, getting out of the way and giving students the means and opportunity to self assess and self-regulate their thinking, learning, and work – not only individually, but also with other students – can have a huge impact on meeting their learning targets.

Teachers need to empower their students and give them a leading role in their own education. It’s no doubt that most students are their own biggest critics, and that’s okay; focusing that lens can have fantastic results. By engaging in the process of thinking about and assessing their own work, they act on the evidence of their own learning and take responsibility for it.

Research on the self-regulation of learning, including self assessment and self-monitoring, indicates that students who engage in these activities are more likely to develop internal attributions, a feeling of empowerment, and a sense of autonomy. One study in particular by Fernandes and Fontana in 1996 (Changes in the control beliefs in Portuguese primary school pupils as a consequence of the employment of self-assessment strategies. British Journal of Educational Psychology, 66, 301–313) established a training program of self-assessment strategies with 25 primary school teachers. Over a period of eight months, the teachers implemented these strategies within their classrooms. Students in these classrooms were compared to students in the classrooms of 20 control teachers. Results indicated that students who are provided with regular opportunities and encouragement to engage in self-assessment are more likely to attribute their learning to internal beliefs; that is, students believe they can have an impact on their own learning. These students were less likely to attribute success to luck or other unknown variables and were more likely to identify the real causes of academic success.

In 2004 Sue Brookhart and some of her colleagues examined the impact of student self-monitoring on 41 students in two classrooms (Minute Math: An action research study of student self-assessment. Educational Studies in Mathematics, 57, 213–227). Students were provided with structures and tools (logs, graphs, reflection sheets, etc.) to reflect each week on the success of their studying and problem-solving strategies. An analysis of student reflection sheets showed that when teachers involved their students in monitoring their own progress, students were more autonomous and were able to accurately predict their performance on timed tests. Overall, the students in this study enjoyed participating in self-assessment and liked seeing their progress.

No feedback yet

Lea's Learning Analytics Blog

Learning analytics, educational data mining, formative assessment - all recent buzz words in educational research. In principle, the idea is to find theoretical frameworks, models, procedures, and smart tools to collect, aggregate, analyze, reason on and visualize large scale educational data. LEA’s BOX is a research and development project funded by the European Commission. The project aims at (a) making educational assessment and appraisal more goal-oriented, proactive, and beneficial for students, and (b) at enabling formative support of teachers and other educational stakeholders on a solid basis of a wide range of information about learners. That means, LEA’s BOX is a learning analytics toolbox that is intended to enable educators to perform competence-centered, multi-source learning analytics. More info at http://www.leas-box.eu!

Search

powered by b2evolution