Promoting Assessment as Learning: Improving the Learning Process

By Ruth Dann | Go to book overview

Chapter 5

Pupil self-assessment: a case study

Introduction

Although part of the aim of this book is to consider some of the foundations of assessment and to construct a particular view of the relationship between learning and assessment there is an equivalent attempt to apply this thinking to classroom realities. With the focus in this chapter on self-assessment the way in which assessment can be regarded as learning is more strongly emphasised. The area of self-assessment is one which is often promoted but little understood. This chapter offers some theoretical grounding to support its possible role, function and impact in the classroom. Case study evidence to suggest its value and ideas for future development is presented. Relevant issues, more focused theory and suggestions for future development are continued in Chapter 6.

Issues and concepts broached in the literature are explored with particular references to their performance and priority. This chapter attempts to extend the conceptual framework already developed in previous chapters. In addition, it explores insights offered by a case study, however limited. A case study is outlined to illustrate the development and implementation of self-assessment in one primary school. The chapter concludes with a synthesis of the key issues relevant to self-assessment, and offers a range of strategies which may help further developments in this area.

The notion of self-assessment is not new. It has featured prominently in the development of Records of Achievement, particularly in secondary education. ‘Self-assessment has beneficial effects on pupils’ awareness, motivation and involvement in their work’ (DES, 1989: para 4.9). Early National Curriculum documents indicated its potential:

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Promoting Assessment as Learning: Improving the Learning Process
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Figures vi
  • Acknowledgements vii
  • Chapter 1 - Introduction 1
  • Chapter 2 - Pupil Learning and Assessment 8
  • Chapter 3 - Formative Assessment 28
  • Chapter 4 - Constructing Learning Contexts from Testing Regimes 47
  • Chapter 5 - Pupil Self-Assessment: a Case Study 73
  • Chapter 6 - Building a Framework for Self-Assessment 111
  • Chapter 7 - Assessment as Learning 142
  • Bibliography 154
  • Index 162
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