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.
|Publication status||Published - 2010|