When students become active participants in their own learning, particularly through formative activities and strategies that encourage self-reflection, higher engagement and increased achievement are more likely (Hollingworth, 2012). Self-assessment encourages students to consistently reflect upon their own progress and realize their academic potential through active participation in collaborative activities, assessment design, and using teacher feedback for improvement (Crimmins et al., 2016). While it may not conform to traditional models of assessment, the increase in student engagement and focus on self-efficacy may provide justification for implementing more activities supportive of student self-assessment. Students should be encouraged, whenever possible, to participate in the design of assessments that allow them to reflect on their progress and identify as a principal factor in their own learning.
References
Crimmins, G., Nash, G., Oprescu, F., Liebergreen, M., Turley, J., Bond, R., & Dayton, J. (2016). A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships. Assessment & Evaluation in Higher Education, 41(1), 141–153. https://doi.org/10.1080/02602938.2014.986644
Hollingworth, L. (2012). Why leadership matters: Empowering teachers to implement formative assessment. Journal of Educational Administration, 50(3), 365-379. doi:http://dx.doi.org/10.1108/09578231211223356
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