Self Assessment In Education

Education is, by its nature, a never-ending proposition. It continues long after formal schooling is completed, and in today’s society, students are overwhelmed with constant information and stimulation, and they need to be taught strategies they can use to learn and retain the unrelenting information to which they have access. It is becoming increasingly difficult to impress upon students the importance of good learning habits. Teachers need to find ways to develop these habits over time so that students are prepared to enter not only the next step in their education, but also their eventual careers and life paths. One step successful teachers can take is to model and teach to the students the process of self-assessment or self-evaluation.

Several studies focus on the direct link between self-assessment and student achievement. Additionally, what is the most effective way to use this strategy in a classroom and how much guidance should a teacher provide for students? Classroom assessment is a vital responsibility of teachers, since it is how they can gain insight and gather information about the learning of their students. Teachers use a myriad of strategies to gather this information, and self-assessment is an accepted strategy, but how effective is it and how much should the teacher be involved in the process? It is note that some researchers “view self-evaluation as an instructional strategy that, when applied to the mastery of specific learning tasks, can help students better understand the learning goals and take greater responsibility for their own learning” (Olina & Sullivan, 2004, p. 6). Several studies investigate formative assessment methods and can provide insight, including how a teacher can employ different formative assessment strategies, such as student self-assessment and homework, and how those strategies can impact not only student learning, but student efficacy as

Individuals can have high self-efficacy, meaning that they feel good about their performance, and for the purposes of the current topic it would be their academic performance about which they feel satisfied. Those who have a low self-efficacy would feel as though they are inadequate, again in this case the focus would be on academics. Self-regulation, in the context of education, is students’ ability to guide and control their own thoughts and feelings in order to reach their academic goals. Rubrics are used to establish criteria for meeting goals, and when used in the classroom, rubrics are used to guide students as they meet the academic standards for a specific area or assignment. Rubrics are most often created by teachers, but can be co-created by students and