Self‐assessment and the disadvantaged student: potential for encouraging self‐regulated learning?

Abstract

The Science Foundation Programme (SFP) at the University of KwaZulu Natal, Pietermaritzburg attempts to address past educational inequalities by providing disadvantaged matriculants with the skills, resources and self-confidence needed to embark on their tertiary studies. Students entering the Programme typically adopt a surface approach to learning with emphasis being placed on high score achievement which results in a mark-driven attitude towards assessment. Students also lack the metacognitive skills associated with a deep approach to learning. Within this mark-driven culture, it is important to attempt to move students away from such a superficial approach to learning and assessment. Worldwide, self-assessment practice has been gaining recognition, and it has been linked to the adoption of a deep approach to learning; self-regulated learning and the development of metacognitive skills. In the biology module of the Programme, students are given two essay assignments, tasks that are routinely performed very poorly. In attempt to improve SFP students' essay writing abilities, a self-assessment scheme to accompany the essay tasks was instituted, hoping that this would get the students to engage with the assessment criteria. It was intended that students would not only fulfil the requirements of the task better, but also achieve the valuable skill of selfassessment. The results provide overwhelming evidence that SFP students cannot accurately selfassess. Their naivety and inexperience in fulfilling assessment criteria was also revealed. Overall, marks awarded by staff were significantly lower than those awarded by students, and there was no evidence to suggest that any one category of students based on academic ability were better able to self-assess than another. Marker inconsistencies were revealed, but this was shown to have no effect on findings. In spite of these results, a case for pursuing self-assessment is made and proposals for improving student self-assessment practice in the SFP are suggested.

Peer and Self-Assessment at Esp Classes: Case Study

“…Some scholars argue that self-assessment is more beneficial for the learning process when it does not imply grading. For example, Kirby and Downs (2007) argue for the benefits of a "formative, low stakes, criterion-referenced assessment" (p.490).…”

“…Some scholars argue that self-assessment is more beneficial for the learning process when it does not imply grading. For example, Kirby and Downs (2007) argue for the benefits of a "formative, low stakes, criterion-referenced assessment" (p.490).A number of studies have been conducted with a view of identifying the factors which prevent a teacher from using self-and peer assessment in class. Through these factors, researchers are trying to change teachers' mind and show how to overcome the fear of partnering in assessment.…”

Self-regulated learning in higher education: identifying key component processes

“…Chong (2007), for example, examines the role of personal agency beliefs [including self-efficacy and self-concept] in self-regulated learning, noting how the development of self-regulatory skill is critical, particularly when the cognitive demands of the learning situation are increased and effective learning is required. In a further example, Kirby and Downs (2007) attempt to exploit student self-assessment practices to cultivate a deep approach to learning, self-regulated learning and metacognitve skill development in foundation programme students who currently display a surface approach and who show evidence of adopting performance rather than learning goals.…”

Creating Inspiring Learning Environments by means of Digital Technologies: A Case Study of the Effectiveness of WhatsApp in Music Education

“…If a student can identify his/her learning progress, this may motivate further learning [30]. Self-assessment permits:…”