A Guide for the Perplexed
Chapter 1 Moving Beyond Grade-Getting with Self-Assessment (Judith McVarish & Catherine Milne)
Judith McVarish & Catherine Milne Moving Beyond Grade-Getting with Self-Assessment Chapter 1 My red folder in the fourth year suddenly out of nowhere wants me to assert what I achieve in school “in my own words.” How can I blow the trumpet they’ve taken from me? —RAYCHAUDHURI, 1998, P. 75 This verse from Sibani Raychaudhuri’s poem, Self-assessment, highlights for us the challenges and possibilities associated with implementing strategies for self-assessment and self-evaluation in higher education and teacher education contexts. In order to anticipate that students are able to self-assess and self-evaluate educators have a responsibility for pro- viding students with ongoing opportunities and resources so that they find out how to evaluate their learning and set goals for future learning. b_text_T4.qxd 1/15/2014 8:36 AM Page 1 The Status of Assessment in Higher Education However, before we can begin to examine strategies for self-assessment and self-evaluation we need to examine the nature of assessment in higher education. As Boud and Falchikov (2007) note, assessment can have long- term consequences for career trajectories and for the life choices that peo- ple make. For students in higher education, assessment helps them to identify what is important and upon which they should focus their learn- ing resources (Tait & Entwistle, 1996). Brown, Bull, and Pendlebury (1997) note that if you want to change student learning you need to change the methods of assessment. In addition, self-assessment is a lifelong applied skill—all the many judgments that we make about what we can do,...
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