The use of self-assessment to promote active and independent learning in teacher education

Hun Ping Rebecca CHEUNG, Mei Lee NG

Research output: Contribution to conferencePapers

Abstract

This study aims to examine the effect of using self-assessment to promote active and independent learning in teacher education. A combination of qualitative and quantitative methods is used to collect data on students’ learning and perception concerned with teaching practice from 20 students currently enrolled in in-service teacher education programmes. Results provided empirical evidence that students think that the self-assessment process is definitely useful to their teaching practice. There was also evidence that self assessment enhances students’ learning of teaching by making them understand the criteria better, making them more active and independent in looking for evidence to support their judgment. Further, students in the study also benefited in becoming more active and independent learners. The self- assessment exercise bring about a positive perception of teaching practice in participants as they are now more in control of their learning. Results were discussed in terms of implications for teaching and learning in teacher education.
Original languageEnglish
Publication statusPublished - 2006

Citation

Cheung, H. P. R., & Ng, M. L. (2006, April). The use of self-assessment to promote active and independent learning in teacher education. Poster session presented at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest, San Francisco, CA.

Keywords

  • Teacher Education
  • Teacher Education and Professional Development

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