Promoting Learning and Achievement Through Self-Assessment

Authors

Heidi Andrade, University at Albany, State University of New YorkFollow
Anna Valtcheva, University at Albany, State University of New York

Document Type

Article

Publication Date

2009

DOI

10.1080/00405840802577544

Abstract

Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that self-assessment must be a formative type of assessment, done on drafts of works in progress: It should not be a matter of determining one's own grade. As such, the purposes of self-assessment are to identify areas of strength and weakness in one's work in order to make improvements and promote learning. Criteria-referenced self-assessment has been shown to promote achievement. This article introduces criteria-referenced self-assessment, describes how it is done, and reviews some of the research on its benefits to students.

Comments

Conditional Source Acknowledgement Statement:

This is the Author's Accepted Manuscript of a peer reviewed paper. The version of record appears here: 10.1080/00405840802577544

Andrade, H., & *Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48(1), 12-19.

Recommended Citation

Andrade, Heidi and Valtcheva, Anna, "Promoting Learning and Achievement Through Self-Assessment" (2009). Educational Theory and Practice Faculty Scholarship. 12.
https://scholarsarchive.library.albany.edu/etap_fac_scholar/12