Why should students set their own Assessment?

Student self-assessment occurs when learners assess their own performance. With practice, they learn to:

  • objectively reflect on and critically evaluate their own progress and skill development
  • identify gaps in their understanding and capabilities
  • discern how to improve their performance
  • learn independently and think critically.

Use self-assessment to develop the learning skills students will need for professional competence, and to make them aware of and more responsible for their own learning processes.

 

Need help creating an assessment task – Head to the DLT Assessment page for assistance

 

Sample Assessment Task

Relevant GLO

Task: Set your own Criteria

Students create their own assessment criteria.  Criteria must be meaningful in context of the subject, individual learning needs and requirements of their chosen profession

Criteria Pass       Fail
To be determined by each student (10%) Criterion developed is meaningful in the context and has been achieved by the student       Criterion developed is trite or irrelevant to the context of the subject or student fails to achieve criterion
Sample Rubric Line
CRITERION High Distinction  Distinction  Credit  Pass  Fail 
Reflect on personal capabilities and develop habits of self-directed learning that will extend beyond student life. Judge, formulate and action resolutions to identified “gaps” in personal, academic and professional capabilities and performance as are current and as are anticipated regarding the next phase of the students’ own learning needs and environment Analyse and forecast personal, academic and professional capability requirements and career development needs in contexts of the students’ course (current as well as next session of study) and the post-university graduate career environment Describe and discuss the progress and depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment Outline the progress and  depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment Does not outline the progress and  depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment

 

Relevant GLO

Task: Opportunity Awareness – “Mind the Gap”

A self-assessment activity, teaching students that they can create self-assessment tools from any source (eg., job ads) and, if such an activity using same or similar checklists/resources is repeated throughout a course of study, then it becomes a ‘habit’ of lifelong learning – the ability to self-assess.

Purpose

  • Reflect on personal capabilities and develop habits of self-directed learning that will extend beyond student life
  • Seek and employ feedback to reflect on performance and outcomes in order to develop as an individual and professional
  • Anticipate lifelong learning requirements post-graduation

Materials

  • 3 highlighters: green, yellow and red

Instructions

If you know the actual job/role/occupation you want as graduate, or even if you wish to explore the opportunities…

  • Search for advertisements, role or position descriptions of the types of jobs/occupations you want, or think you may want after graduating
  • Choose 2 or 3 that really interest you
  • Go through each of your choices being really honest with yourself: highlight your experience with the required job knowledge, skills and attributes…
    • Green well experienced
    • Yellow  little experience
    • Red no experience 

Reflection : What, So What, Now What?

Based on your colour coding:

What?

What did you colour code green, yellow and red?

So What?

What significant insights can be derived from your colour coding?

Now What?

What further learning or professional develop will you undertake to become more competitive and more likely to achieve the job/role/occupation you want as graduate?

Sample Rubric Line
CRITERION High Distinction  Distinction  Credit  Pass  Fail 
Anticipate lifelong learning requirements post-graduation Formulated strategies to enhance personal and institutional (in-use) learning approaches in order to become more self-directed and self-determined learning approaches. Demonstrated by the student investigating and identifying critical (potential and emerging) issues likely to affect their particular post-university career development and career viability over the lifespan Discussed and justified the significance of learning approaches which best develop self-directed and self-determined learning in light of known and anticipated post-university employment situations and professional development requirements, and identified sources of information promulgating and/or prescribing professional capabilities, standards and criteria, and future world-of-work scenarios relevant to the student as learner and as a graduate Evaluated the efficacy of personal and institutional (in-use), self-directed, and self-determined learning approaches as potential responses to known post-university employment situations and professional development requirements.. Compared and contrasted learning approaches: personal and institutional (in-use), self-directed learning, and self-determined learning Has not compared and contrasted learning approaches: personal and institutional (in-use), self-directed learning, and self-determined learning
CRITERION High Distinction  Distinction  Credit  Pass  Fail 
Seek and employ feedback to reflect on performance and outcomes in order to develop as an individual and professional Proposed new and future learning objectives: improvements to personal and professional development, owing to the application, analysis and evaluation of:

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques
Analysed feedback from the application of…

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques

…to further discern and prioritise emerging personal and professional learning needs

Summarised feedback from the application of…

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques

…to identify personal and professional learning needs

Applied reflective practice skills and methods competently, including:

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques
Has not applied reflective practice skills and methods competently, including:

  • self- and peer-assessments;
  • problem-management/ opportunity-development approaches;
  • scenario planning;
  • and  personal reflection techniques
CRITERION High Distinction  Distinction  Credit  Pass  Fail 
Reflect on personal capabilities and develop habits of self-directed learning that will extend beyond student life. Judge, formulate and action resolutions to identified “gaps” in personal, academic and professional capabilities and performance as are current and as are anticipated regarding the next phase of the students’ own learning needs and environment Analyse and forecast personal, academic and professional capability requirements and career development needs in contexts of the students’ course (current as well as next session of study) and the post-university graduate career environment Describe and discuss the progress and depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment Outline the progress and  depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment Does not outline the progress and  depth, or otherwise, of personal, academic and professional capabilities and career development needs in contexts of the students’ current session of study and the post-university graduate career environment

 

 

Resources

https://www.ryerson.ca/content/dam/experiential/GuidedReflection.pdf

https://teaching.unsw.edu.au/self-assessment

https://teachingcommons.stanford.edu/resources/teaching/evaluating-students/assessing-student-learning/student-self-assessment

http://www.ssgt.nsw.edu.au/peer_assessment.htm