A Guide for the Perplexed
Edited By Judith McVarish and Catherine Milne
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,...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.