Abstract

The methods in which self-assessment are facilitated have not been significantly addressed within the literature. Self-assessment is also fraught with concerns around reliability and validity. As a result, a systematic 3-stage plan was developed to embed self-assessment into a module design. The planning, formative and summative (PFS) model of self-assessment was developed by undertaking a thorough analysis of the recent self-assessment literature and from the learning that took place after facilitating a pilot of the model. This learning informed the model’s development, with the aim for a structured approach and deeper student inclusion. This includes: teaching students how to self-assess; how to develop the marking grid together; providing guidance on self-reflection and practicing through formative assessment. Working in this inclusive manner may provide for a more participatory learning experience that can benefit the students’ personal and professional growth for future academic assessment, professional work and social settings. This model may be of interest to educators who wish to adapt it for their own practice.

摘要

促进自我评估的方法尚未在文献中得到显着解决。自我评估也充满了对信度和效度的担忧。因此，制定了一个系统的三阶段计划，将自我评估嵌入到模块设计中。自我评估的计划、形成和总结 (PFS) 模型是通过对最近的自我评估文献进行彻底分析以及在促进模型试点后发生的学习而开发的。这种学习为模型的发展提供了信息，旨在采用结构化的方法和更深入的学生包容。这包括：教学生如何自我评估；如何一起开发标记网格；通过形成性评估提供自我反思和实践指导。以这种包容性的方式工作可以提供更具参与性的学习体验，有利于学生的个人和专业成长，以适应未来的学术评估、专业工作和社会环境。对于希望将其应用于自己的实践的教育工作者来说，这种模型可能会很有趣。