How Teachers Assess Themselves: A Characterization of Teachers’ Self-Assessment Processes

• In Event: Roundtable Session 4
  In Roundtable Session: Assessment, Portfolios, and Motivation in Workplace Learning

Abstract

Self-assessment is seen as a promising strategy for fostering the professional learning of teachers. Surprisingly, little is known about its’ effects. This study focuses on the understanding of how secondary vocational education teachers use self-assessment. Results of 26 teachers undertaking a self-assessment procedure for coaching students’ reflection skills were analysed. First, a category system was iteratively developed by combining concepts from literature and themes that emerged from the data. Second, data were analysed within and across cases by constructing matrices. An example of an identified theme was: the direction of giving and receiving feedback. An example of a found pattern was: the development in feedback (conversations) from dropping feedback, to reacting to feedback and to starting a dialogue.

Authors

• Migchiel Van Diggelen, Eindhoven University of Technology

• Douwe Beijaard, Eindhoven University of Technology

• Perry den Brok, Eindhoven University of Technology