Teachers' Reasons and Beliefs for Using or Not Using Student Self-Assessment

• In Event: Sustainable Feedback Literacy, Teachers' Judgments About Student Assessment, and Teachers' Views on Student Self-Assessment

Abstract

The purpose of this study was to understand why teachers use or do not use student self-assessment, and to explore how teachers’ beliefs might influence their reasons. Drawing on Ajzen’s (1991; 2012) theory of planned behavior we explored the relationships between teachers’ stated beliefs and their reasons for using or not using student self-assessment. We interviewed seven teachers from a high school in the Intermountain West and found that their beliefs associated with student outcomes were indicators for using self-assessment. However, beliefs about resources (e.g., time to implement, good models) and concerns about students’ ability to self-assess were associated with not using self-assessment.

Authors

• Christopher Daren Andrews, Indiana University - Bloomington

• Michael J. Richardson, Brigham Young University