My teacher's judgment matters more than mine: Comparing teacher and student perspectives on self-assessment practices in the classroom

Lois Ruth HARRIS, Gavin Thomas Lumsden BROWN

Research output: Contribution to conferencePaper

Abstract

While self-assessment is thought to help improve student learning, studies have shown that many teachers and students doubt the validity of these practices. This paper reports data from a multi-method case study of three teachers’ classroom assessment practices. While all were implementing self-assessment techniques as part of a student-centered pedagogy, these self-assessments did not often allow students to evaluate achievement against standards or criteria. Their students generally questioned these practices’ value. These data suggest teachers and students must be taught formative assessment theory as well as technique if implementation is going to result in students becoming self-regulated learners. Copyright © 2010 The Authors.
Original languageEnglish
Publication statusPublished - 2010

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self-assessment
classroom
teacher
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Citation

Harris, L. R., & Brown, G. T. L. (2010, May). "My teacher's judgment matters more than mine": Comparing teacher and student perspectives on self-assessment practices in the classroom. Paper presented at the Annual Meeting of American Educational Research Association: Understanding Complex Ecologies in a Changing World, Denver, CO.