Assessment as learning involves the active participation of students to reflect by themselves how knowledge and skills be improved. It simply allows student to self edit their own potentials to have quality learning. Assessment as learning which is also knows as self assessment is defined as “the process by which the student gathers information about and reflects on his or her own learning … [it] is the student’s own assessment of personal progress in knowledge, skills, processes, or attitudes. Self-assessment leads a student to a greater awareness and understanding of himself or herself as a learner” (Ministry of Education, 2002, p. 3).
To assess the learning progress, students should ask themselves: “Where I am now? Where am I trying to go? What do I need to get there? How will I know I have accomplished what I set out to do?” Through these guiding questions it would enable learners to track where he needs to focus in studying and to ensure that he would be able to struggle more to learn. To practice self assessment, the following points need to be considered:
• ensure that students understand the criteria for quality work, so that they are able to assess themselves as fairly and accurately as possible • help students gradually assume more responsibility for their own learning, as they practise using self-assessment tools such as checklists, rubrics and student-led conferencing forms • provide students with opportunities to discuss their self-assessments in light of peer and teacher assessments • ensure that all stakeholders provide specifi c anecdotal feedback rather than scores or grades to identify explicit next steps for student learning
To help students determine where they intend to go, teachers can …
• develop with students clearly articulated learning targets and provide concrete exemplars of student work; students need to understand what they’re “aiming for” • defi ne good work using language that is meaningful for the learners; ideally, involve students in determining the language that is used • establish what language or symbols will be used for the purposes of reflection and self-assessment, depending on age level and development • model goal-setting for students • monitor the goals that students set for themselves (i.e., that they are meaningful and manageable) • ensure that goals are recorded for future reference
• collaboratively identify strengths and gaps in student learning through the analysis of a variety of data • help students to develop realistic action plans that are practical and directly linked to the goals that have been selected • monitor students’ progress as they implement action plans
To help students determine whether they have accomplished what they had set out to do, teachers can
• have students revisit long-term goals periodically to reflect on their relevance and to make any necessary adjustments • talk with each student about his/her goal(s) • have students write a specific reflection about their goal(s) and what they did to achieve them – students may need guidance to identify their strengths and areas for improvement
The ability to self-assess effectively develops over time and with experience (Cassidy, 2007). Thus, a teacher needs to select tools and strategies that would be helpful in assessing students and letting students assess by them as well.
The Literacy and Numeracy Secretariat CAPACITY BUILDING SERIES. Retrieved November 16, 2013 from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/StudentSelfAssessment.pdf