The use of self-assessment to promote active and independent learning in teacher education: An exploratory study

Hun Ping Rebecca CHEUNG, Mei Lee NG

Research output: Contribution to journalArticlespeer-review

Abstract

This paper describes an attempt to carry out self-assessment in teaching practice to promote active and independent learning. A self-assessment record sheet was developed to engage students in goal setting, evidence recording, self-assessment and reflection. A combination of qualitative and quantitative methods were used to collect data on students' learning and perception changes toward teaching practice from 20 in-service students studying in kindergarten teacher education programs. Results showed that students found the self-assessment exercise useful to them for enhancing their teaching performance. There was also evidence that self assessment fostered students' learning by making them understand the criteria better and improving their reflective capacities. The self-assessment exercise brought about a positive perception of teaching practice in students as they were now more in control of their learning and becoming more active and independent. Copyright © 2007 De La Salle University, Philippines.
Original languageEnglish
Pages (from-to)215-222
JournalThe Asia-Pacific Education Researcher
Volume16
Issue number2
Publication statusPublished - Dec 2007

Citation

Cheung, H. P. R., & Ng, M. L. (2007). The use of self-assessment to promote active and independent learning in teacher education: An exploratory study. The Asia-Pacific Education Researcher, 16(2), 215-222.

Keywords

  • Teacher Education
  • Teacher Education and Professional Development

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