Search:
Computing and Library Services - delivering an inspiring information environment

Self-Assessment Dialogue: added value? The Student Perspective

Eastburn, Sara (2009) Self-Assessment Dialogue: added value? The Student Perspective. Prime, 3 (2). pp. 49-58.

[img] PDF - Published Version
Restricted to Registered users only

Download (99kB)

    Abstract

    Self-assessment is described by Race (2005) as a means by which students can both
    better prepare for assessment and better demonstrate their learning (p. 94). Reflective
    practice is a necessary skill of all graduates; fundamental to this is self-assessment.
    Within graduate education per se awareness of one’s own learning, in terms of both
    achievements and ongoing needs, is fundamental to 1) working autonomously, 2) lifelong
    learning and 3) collaborative working.
    Self-assessment is suggested by Taras (2001) as a means by which confidence and
    independence may be fostered. A self-assessment dialogue document (SADD) is a means
    by which a student is encouraged to reflect on their learning from undertaking a piece of
    work at the point of assessment. This not only fosters breadth and depth of reflection, but
    allows dialogue between the student and assessor (tutor or peer) that feeds forward –
    either summatively, formatively (described by Irons (2008) as a powerful and
    constructive learning tool) or a combination of both – into the student’s learning
    continuum. In addition, a dialogue-approach may allow an opportunity for the student to
    clarify and verify with the tutor what is being said (Nicol and Macfarlane-Dick, 2006) -
    crucial if learning is to be maximised as students often do not understand the feedback
    being given to them.
    Tutor feedback is viewed as a crucial component to student learning and there is clear
    evidence that self-assessment and tutor discussion enhances student learning in
    comparison to self assessment alone (Taras, 2001). There is some debate around the
    relationship between learning opportunity and summative grading (Taras, 2001; 2002),
    but even if awarded a summative mark, the formative feedback from the student-assessor
    dialogue enriches the student’s learning experience (Irons, 2008). Ultimately such
    activity may enhance student retention and develop skills of reflection and criticality.

    Item Type: Article
    Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
    Schools: School of Human and Health Sciences
    Related URLs:
    Depositing User: Sara Taylor
    Date Deposited: 31 Aug 2010 11:15
    Last Modified: 02 Dec 2010 11:45
    URI: http://eprints.hud.ac.uk/id/eprint/8379

    Document Downloads

    Downloader Countries

    More statistics for this item...

    Item control for Repository Staff only:

    View Item

    University of Huddersfield, Queensgate, Huddersfield, HD1 3DH Copyright and Disclaimer All rights reserved ©