Top Menu. Spread the love. Tags Assessment edchat Education educhat k12 ntchat. Matthew Lynch. Related articles More from author. Diversity Equity Matthew Lynch Teachers. Cowan, J. The following resources from Phil Race are a good starting point in thinking about the importance of assessment:.
Why is assessment important? Assessment is the engine which drives student learning John Cowan 2. Send a request Submit resources to the database Contact us Email: cqsd-tandl reading. A-Z lists Search.
In fact, Brown and Harris recommend that student self-assessment no longer be treated as an assessment, but as an essential competence for self-regulation. Butler and Winne introduced the role of self-generated feedback in self-regulation years ago:. As learners monitor their engagement with tasks, internal feedback is generated by the monitoring process.
That feedback describes the nature of outcomes and the qualities of the cognitive processes that led to those states p.
The outcomes and processes referred to by Butler and Winne are many of the same products and processes I referred to earlier in the definition of self-assessment and in Table 1.
In general, research and practice related to self-assessment has tended to focus on judging the products of student learning, while scholarship on self-regulated learning encompasses both processes and products.
The very practical focus of much of the research on self-assessment means it might be playing catch-up, in terms of theory development, with the SRL literature, which is grounded in experimental paradigms from cognitive psychology de Bruin and van Gog, , while self-assessment research is ahead in terms of implementation E.
Panadero, personal communication, October 21, One major exception is the work done on Self-regulated Strategy Development Glaser and Brunstein, ; Harris et al. Nicol and Macfarlane-Dick have been explicit about the potential for self-assessment practices to support self-regulated learning:. To develop systematically the learner's capacity for self-regulation, teachers need to create more structured opportunities for self-monitoring and the judging of progression to goals.
Self-assessment tasks are an effective way of achieving this, as are activities that encourage reflection on learning progress p. The studies of SRL in Table S1 Supplementary Material provide encouraging findings regarding the potential role of self-assessment in promoting achievement, self-regulated learning in general, and metacognition and study strategies related to task selection in particular.
An important aspect of research on self-assessment that is not explicitly represented in Table S1 Supplementary Material is practice, or pedagogy: Under what conditions does self-assessment work best, and how are those conditions influenced by context?
Fortunately, the studies listed in the table, as well as others see especially Andrade and Valtcheva, ; Nielsen, ; Panadero et al. But we still have questions about how best to scaffold effective formative self-assessment. One area of inquiry is about the characteristics of the task being assessed, and the standards or criteria used by learners during self-assessment. Type of task or competency assessed seems to matter e. There is some evidence that it is important that the criteria used to self-assess are concrete, task-specific Butler, , and graduated.
For example, Fastre et al. In their study, 70 college students were taught how to throw darts at a target. The purpose of the study was to examine the role of graphing of self-recorded outcomes and self-evaluative standards in learning a motor skill.
Kitsantas and Zimmerman hypothesized that setting high absolute standards would limit a learner's sensitivity to small improvements in functioning. This hypothesis was supported by the finding that students who set absolute standards reported significantly less awareness of learning progress and hit the bull's-eye less often than students who set graduated standards. Classroom-based research on specific, graduated self-assessment criteria would be informative.
There are many additional questions about pedagogy, such as the hoped-for investigation mentioned above of the relationship between accuracy in formative self-assessment, students' subsequent study behaviors, and their learning. There is also a need for research on how to help teachers give students a central role in their learning by creating space for self-assessment e.
However, there is an even more pressing need for investigations into the internal mechanisms experienced by students engaged in assessing their own learning. Angela Lui and I call this the next black box Lui, Black and Wiliam used the term black box to emphasize the fact that what happened in most classrooms was largely unknown: all we knew was that some inputs e.
But what, they asked, is happening inside, and what new inputs will produce better outputs? Black and Wiliam's review spawned a great deal of research on formative assessment, some but not all of which suggests a positive relationship with academic achievement Bennett, ; Kingston and Nash, To better understand why and how the use of formative assessment in general and self-assessment in particular is associated with improvements in academic achievement in some instances but not others, we need research that looks into the next black box: the cognitive and affective mechanisms of students who are engaged in assessment processes Lui, The role of internal mechanisms has been discussed in theory but not yet fully tested.
Crooks argued that the impact of assessment is influenced by students' interpretation of the tasks and results, and Butler and Winne theorized that both cognitive and affective processes play a role in determining how feedback is internalized and used to self-regulate learning. Other theoretical frameworks about the internal processes of receiving and responding to feedback have been developed e.
This area is ripe for research. Self-assessment is the act of monitoring one's processes and products in order to make adjustments that deepen learning and enhance performance. Although it can be summative, the evidence presented in this review strongly suggests that self-assessment is most beneficial, in terms of both achievement and self-regulated learning, when it is used formatively and supported by training.
What is not yet clear is why and how self-assessment works. Those of you who like to investigate phenomena that are maddeningly difficult to measure will rejoice to hear that the cognitive and affective mechanisms of self-assessment are the next black box. Studies of the ways in which learners think and feel, the interactions between their thoughts and feelings and their context, and the implications for pedagogy will make major contributions to our field.
The author confirms being the sole contributor of this work and has approved it for publication. The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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Improving self-monitoring and self-regulation: From cognitive psychology to the classroom , Learn. What changes or modifications to a lesson are needed to help the student?
Relates to a student's progress What has the student learned? Can the student talk about the new knowledge? Can the student demonstrate and use the new skills in other projects? Motivates performance For student self-evaluation: Now that I'm in charge of my learning, how am I doing? Now that I know how I'm doing, how can I do better? What else would I like to learn? For teacher self-evaluation: What is working for the students?
What can I do to help the students more?
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