A Guide for the Perplexed
Chapter 3 A Model of Action for Self-Assessment and Self-Evaluation: The Nuts and Bolts of Getting Started (Catherine Milne & Judith McVarish)
Building on the earlier work of McVarish and Solloway (see Chapter 2), in this chapter we outline various structures that you can use to scaffold student engagement in self-assessment and self-evaluation. Our pur- pose in emphasizing the role of self-assessment in teacher education was two-fold: to encourage students to think more broadly of assessment in their own professional context and to use tools (resources) that help them to generate evidence of learning that they could use in their own future instructional practices and for the summative self-evaluation and self-grading they were also required to complete. Through the cre- ation, use and evaluation of a functioning self-evaluation model, we wanted students to understand and use: 1. Reflection, for thinking about issues and questions that emerge during class. 2. Peer and professor feedback, which instantiates the role of interaction in thinking about learning. Debunking the notion that assessment is linear and one directional and providing opportunities for each student to think more deeply about their learning in light of new perspectives provided by peers and professors. Chapter 3 A Model of Action for Self-Assessment and Self-Evaluation The Nuts and Bolts of Getting Started Catherine Milne & Judith McVarish b_text_T4.qxd 1/15/2014 8:36 AM Page 29 3. Discipline-based inquiry, students experience how their dis- cipline uses inquiry by participating in specific activities. 4. A personal theory of teaching, learning and assessment, which is informed by their self-assessment. In this chapter, we describe some of the self-assessment tools we developed and used that...
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