The Self-Assessment Model

2.4 The Self-assessment Model

Ross (2006) suggests that self-assessment contributes to higher student achievement and improved behaviour. Figure 1 which was based on Bandura, (1997) Social Cognitive Theory shows a model explanation of how self-assessment contributes to learning. Self-assessment is made up of three processes that self-regulating students employ to observe and interpret their behaviour. The three processes are: self-observation, self-judgement and self-reaction. Students make self-observation when they focus on an aspect of their performance related to their subjective standards of success. Then, self-judgement occurs when students determine how well their general and specific goals were met. Student self-reactions and interpretations

He stressed that asking daily questions was imperative. The teacher should check student understanding informally by asking open ended questions about their performance at the end of the class. Each student should respond to the question on a piece of paper. Rubrics are very important in the self-assessment process. Rubrics are evaluation guides that provide feedback on several different learning objectives, recognizing where a student falls into the spectrum of proficiency for each objective. Teachers should model the use of rubrics early in the class and explain to the students the importance of the holistic grading. When the students get used to the concept, they can use the rubrics to evaluate their own progress. Through the use of rubrics the teacher can receive information that reveals gaps between students’ perceived performance and actual performance (Alpert,

Students should have a good understanding of the assessment marking criteria. The design of these marking criteria involves the discussion of learning outcomes. The implementation of self-assessment involves a lot of effort, reflection and planning on behalf of the tutor. Students should be made to perceive self-assessment as a natural process in their learning. They should be actively involved in its implementation and its importance in lifelong learning. Generally, students judge their own work against a given criteria, provide information on how they can improve on that work in future and then grade their work. When the word “formative” is used in conjunction with assessment or evaluation, it connotes an improvement process while the word “summative” is used to describe a decision making process.

2.6 Distinctions between Self-assessment and Self-evaluation

Assessment and Evaluation are necessary and complementary in education. Educators use assessment and evaluation to help their students build lifelong learning skills. Borden and Zak Owens (2001) declared that assessment provides feedback on knowledge, skills, attitudes and work products for the purpose elevating future performances and learning outcomes.