Self-assessment in higher education: Experience in using a metacognitive approach in five case studies

Magdalena Mo Ching MOK, Ching Leung LUNG, Pui Wah Doris CHENG, Hun Ping Rebecca CHEUNG, Mei Lee NG

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52 Citations (Scopus)

Abstract

This study describes the use of a metacognitive approach for self-assessment of teacher education students. The design of the study was guided by the principles of learning-oriented assessment and the centrality of reflection for teachers. The study comprised five case studies undertaken in five teacher education programmes. In each programme, students self-assessed at the beginning, middle and end of learning. Subgroups of students were invited to represent their learning using concept maps and were interviewed on their progression in self-assessment. Analysis indicated that students found the metacognitive approach supportive of their learning and self-assessment. Students were more aware of their learning and thinking processes at the end of the study. Further, teachers involved in the project found the method demanding yet generating useful feedback which enhanced their teaching. Copyright © 2006 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)415-433
JournalAssessment & Evaluation in Higher Education
Volume31
Issue number4
DOIs
Publication statusPublished - Aug 2006

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Citation

Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng, M. L. (2006). Self-assessment in higher education: Experience in using a metacognitive approach in five case studies. Assessment & Evaluation in Higher Education, 31(4), 415-433.

Keywords

  • Student testing and evaluation
  • Teaching, learning, and testing
  • Educational evaluation
  • Educational tests and measurements
  • Education, Higher
  • Cognition
  • Teacher educators
  • Students
  • Learning
  • Teaching
  • Case studies