How Do Higher Education Teachers Perceive and Implement Student Self-Assessment? A Qualitative Study

• In Event: Marriott Roundtable Session 42
  In Roundtable Session: Instruments and Tools for Higher Education Assessment

Abstract

Student self-assessment (SSA) is usually emphasized as an important component of formative assessment. This research aims to explore different uses of SSA in higher education. It is an important feature discover how teachers understand and practice SSA, particularly in terms of power as a way of promoting self-regulated learning. 51 higher education teachers from 25 Spanish universities were interviewed. Deductive and inductive approaches are considered in three stages of analysis. Results showed that teachers who implement SSA in a ‘pure’ formative way, highlighted its value in spite of the high time spent training students. Both innovative and formative ways of implementing SSA for enhancing self-regulation are presented, together with crucial factors considered by teachers when planning SSA.

Authors

• Juan Fraile, Universidad Francisco de Vitoria

• Ernesto Panadero, Universidad Autónoma de Madrid

• Rodrigo Pardo, Universidad Politécnica de Madrid