Self assessment

Submitted by José Exposto (adex) on Wed, 01/24/2018 - 17:04

Student self-assessment involves students in evaluating their own work and learning progress. Self-assessment is a valuable learning tool as well as part of an assessment process. Through self-assessment, students can identify their own skill gaps, where their knowledge is weak, see where to focus their attention in learning, set realistic goals, revise their work, track their own progress. If online, decide when to move to the next level of the course. This process helps students stay involved and motivated and encourages self-reflection and responsibility for their learning. You should set clear expectations for student performance. As in peer assessment, you need to coach students on assessment criteria and how to apply them in grading their work. Give them practice assessing themselves. A valuable process on its own, self-assessment may be paired with peer assessment. Applying knowledge gained through peer assessment, students’ self-assessment can be a potent next step in actively promoting their own learning and achievement.

At the beginning and at the end of a course the participants fill in a questionnaire where they rate their current knowledge and skills to selected topics related to the course. After this the results are displayed and discussed with the whole group

All subjects
Blended learning
Online learning
Sequence of activities

1. Learners reflect on their current knowledge and skills related to a specific topic. To do this, learners fill in the questionnaire that the lecturer has prepared in advance.
2. Learners and lecturer analyze the results. Since an online questionnaire is used, results are shown immediately after it was filled in.

Assessment method
Application Software

Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48(1), 12-19. 1080/00405840802577544.

Boud, D. & Soler, R. (2016) Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41:3, 400-413, DOI: 10.1080/02602938.2015.1018133

Kearney, S., Perkins, T., Kennedy-Clark, S. (2016). Using self- and peer-assessments for summative purposes: Analysing the relative validity of the AASL (authentic assessment for sustainable learning) model. Assessment and Evaluation in Higher Education, 41, 840–853.

Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to

Panadero, E.; Jonsson, A. & Botella, J. (2017) Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review,

Volume 22, 2017, Pages 74-98, ISSN 1747-938X,

< 30 minutes
Grade your contribution (I consider this TEL method can be used with TEL tools)