Self-assessment to incite learning in higher education
Developing ontological awareness
Bibliographic Data
| ID | 19378646 |
|---|---|
| Authors | Roseanna Bourke (0000-0002-0911-4544, Institute of Education, Massey University, Palmerston North, New Zealand, corresponding author) |
| Year | 2018 |
| Volume | 43 |
| Issue | 5 |
| Pages | 827-839 |
| Publication date | 2018-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2017.1411881 |
| OpenAlex | W2772462743 |
| Language | EN |
| Citations received | 13 |
| References cited | 30 |
Incorporating self-assessment tasks in higher education involves a conceptual shift of the function of assessment for both learners and teachers. Self-assessment is an innovative assessment initiative that foregrounds ontological knowledge and professional identity in higher education, especially where external professional bodies require additional competencies for learners to be work-ready. As a tool to develop learners' metacognitive strategies, self-assessment challenges views around learning and assessment. The defined task that constitutes 'self-assessment' is considered for two key reasons. First, it is essentially a tool to reflect student-staff partnership in learning and assessment if students are positioned as agentic in the assessment process, and, second, it challenges the relationship between assessment and learning; no longer dichotomous, and more culturally relevant. This paper outlines the introduction of self-assessment over three years in a university postgraduate programme. Using cultural historical activity theory, a framework of analysis that recognises multiple networks of activity, the question 'what constitutes a self-assessment task?' is addressed. Results show that the development of self-assessment tasks needs to be considered in the learning-assessment nexus. While these forms of assessment initially unsettle students, they are designed to enable students to participate with an eye on their learning, not the grade
Alternative assessment · Assessment for learning · Cognition · Formative assessment · General partnership · Higher education · Metacognition · Pedagogy · Self-assessment · Computer Science · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Elements for understanding and fostering self-assessment of learning artifacts in higher education
Disrupting the power relations of grading in higher education through summative self-assessment
Placing authenticity at the heart of student self-assessment
La autoevaluación del estudiante universitario
Collaboration and co-creation
The affective cost of miscalibration
The Development and Validation of the Community-Based Participatory Research Knowledge Self-Assessment Scale (CBPR-KSAS)
Self-assessment of ESP oral performance
‘Finally studying for myself’ – examining student agency in summative and formative self-assessment models
Assessment professional development courses for university teachers
Self-assessment in the process of self-regulated learning and its relationship with academic achievement
Self-assessment design in a digital world
Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment
Activity Systems Analysis Methods
Sustainable Assessment
The Future of Student Self-Assessment
“Vygotsky’s Neglected Legacy”
Assessment and Classroom Learning
Three in-course assessment reforms to improve higher education learning outcomes
Beyond feedback
The Role of Self‐assessment in Student Grading
Towards an integrated model for developing sustainable assessment skills
Staff student partnership in assessment
A social constructivist assessment process model
Sustainable assessment revisited
Does student engagement in self-assessment calibrate their judgement over time
Learning Professional Ways of Being
Using Activity Theory to Understand How People Learn to Negotiate the Conditions of Work
An ontological turn for higher education
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |