Developing self-assessment as a tool to foster student learning in teaching practice

Hun Ping Rebecca CHEUNG, Mei Lee NG

Research output: Contribution to conferencePaper

Abstract

This study is an investigation in using self-assessment in teaching practice in teacher education. It aims to develop students’ capacity for self-assessment and to explore if there are any changes in students’ teaching and learning practice after using self-assessment to evaluate their teaching performance. The design of self-assessment was guided by recent development in self-assessment and the centrality of ‘assessment for learning’ for teacher education. Students self-assessed at the beginning, middle and end of teaching practice. Participants comprised 57 in-service students who were invited to go through the self-assessment process. Questionnaire and focus group interviews were employed to examine the usefulness of the self-assessment and students’ changes. Analysis indicated that students found the self-assessment enhanced their understanding in teaching and learning, especially in the area of reflective thinking. Students’ learning changed to be more positive and active.
Original languageEnglish
Publication statusPublished - 2007

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Citation

Cheung, H. P. R., & Ng, M. L. (2007, April). Developing self-assessment as a tool to foster student learning in teaching practice. Paper presented at the Annual Meeting of American Educational Research Association: The World of Educational Quality, Chicago, IL.

Keywords

  • Teacher Education
  • Teacher Education and Professional Development