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What the Research says about PUTTING Students at the CENTER of THEIR learning:
When students are involved in their own assessment, their self-assessments help teachers design instruction to better meet the needs of learning (Anthony, et al. 1991; Elow 1986; Preece 1995; Wiggins, 1993).
When students are involved in their own assessment they talk about their learning as they look to criteria (what counts) in order to understand what needs to be done or learned. Talking about what needs to be learned and what it might look like helps people learn more because learning is socially mediated ( Berger and Luckman, 1966; Black and Wiliam 1998; Bruner 1978, 1984; Feuerstein 1990; Luria 1981; Preece 1993; Smith 1986, 1995; Vygotsky 1862, 1978; Walters, Seidel, and Gardner 1994). It is only in interaction with the learner (i.e., socially mediated) that useful assessments can be made (Black and Wiliam 1998; Feuerstein 1990; Lidz 1995; Vygotsky 1962, 1978).
Self-assessment requires students to ask themselves questions. Similar to an ‘expert’, students use questions to guide their thinking (Schon 1983; Walters, Seidel, and Gardner 1994). Self-assessment requires students to answer basic questions about how they are doing and how they can do better (Kilborn 1990). Self-assessment asks students to make choices about what to focus on next in their learning. When students make choices about their learning, achievement increases; when choice is absent, learning decreases (Purkey and Novak 1984l DeCharms 1968; Jensen 1998l Lepper and Green 1975; Maehr 1974; Mahoney 1974; Tjosvold 1977; Tjosvold and Santamaria 1977; Deci and Ryan 1985; Mager and McCann 1963).
When students are involved in their own assessment they consider their strengths and the areas they need to improve. By doing so, they have the opportunity to make the most of strengths and to correct or compensate for the weaknesses. This leads to greater success as learners and as people (DeCharms 1968, 1972; Pressley 1987; Sternberg 1996).
Ongoing, formative assessment does improve learning “The gains in achievement appear to be quite considerable, ....., amongst the largest ever reported for educational interventions” (Black and Wiliam 1998, 61).
Drawing and the Black Box. Click Here.
More quotes on assessment for learning. Click Here.
When students are involved in their own assessment, their self-assessments help teachers design instruction to better meet the needs of learning (Anthony, et al. 1991; Elow 1986; Preece 1995; Wiggins, 1993).
When students are involved in their own assessment they talk about their learning as they look to criteria (what counts) in order to understand what needs to be done or learned. Talking about what needs to be learned and what it might look like helps people learn more because learning is socially mediated ( Berger and Luckman, 1966; Black and Wiliam 1998; Bruner 1978, 1984; Feuerstein 1990; Luria 1981; Preece 1993; Smith 1986, 1995; Vygotsky 1862, 1978; Walters, Seidel, and Gardner 1994). It is only in interaction with the learner (i.e., socially mediated) that useful assessments can be made (Black and Wiliam 1998; Feuerstein 1990; Lidz 1995; Vygotsky 1962, 1978).
Self-assessment requires students to ask themselves questions. Similar to an ‘expert’, students use questions to guide their thinking (Schon 1983; Walters, Seidel, and Gardner 1994). Self-assessment requires students to answer basic questions about how they are doing and how they can do better (Kilborn 1990). Self-assessment asks students to make choices about what to focus on next in their learning. When students make choices about their learning, achievement increases; when choice is absent, learning decreases (Purkey and Novak 1984l DeCharms 1968; Jensen 1998l Lepper and Green 1975; Maehr 1974; Mahoney 1974; Tjosvold 1977; Tjosvold and Santamaria 1977; Deci and Ryan 1985; Mager and McCann 1963).
When students are involved in their own assessment they consider their strengths and the areas they need to improve. By doing so, they have the opportunity to make the most of strengths and to correct or compensate for the weaknesses. This leads to greater success as learners and as people (DeCharms 1968, 1972; Pressley 1987; Sternberg 1996).
Ongoing, formative assessment does improve learning “The gains in achievement appear to be quite considerable, ....., amongst the largest ever reported for educational interventions” (Black and Wiliam 1998, 61).
Drawing and the Black Box. Click Here.
More quotes on assessment for learning. Click Here.