Wong, Hwei Ming

This chapter presents the conditions for successful implementation of student self-assessment through the examples of two student self-assessment research in Singapore. The positive findings of two intervention research studies in primary schools are briefly described before delving into the factors which contributed to the successful implementation of self-assessment in the two studies, for instance, raising the awareness of and getting buy-in from students about self-assessment, the training of students and practice in the use of self-assessment, the involvement and engagement of students and teachers. The factors involved in the implementation of self-assessment are also discussed in terms of lesson planning and preparation, lesson enactment and assessment, and feedback for easier and better planning and execution by teachers. Conducive classroom environment and climate, another essential factor that could contribute to successful implementation of self-assessment, is also described and strategies are provided to help teachers create such supportive environment and climate for learning.

This chapter presents five student self-assessment practices in secondary schools; four of these self-assessment practices took place in Singapore and one in England, United Kingdom. There are common elements among these secondary school teachers who shared their self-assessment practices such as training their students to use self-assessment, providing opportunities for self-assessment among others which are important for students’ usage. The self-assessment practice from England also served to highlight the importance of the timing in getting students involved in self-assessment, that is, when to start students in using self-assessment. The self-assessment practices are implemented in different subjects such as English, Science, Art, and other subjects. With these contributions from secondary school teachers about their implementation experiences of self-assessment, we can learn from them as well as adopt and adapt aspects which are closest to our individual classroom context and subject area so that we can do what is best and most suitable for our students.

This chapter presents seven student self-assessment practices in primary schools, five of these self-assessment practices took place in Singapore, and two in England, United Kingdom. There are common elements among these primary school teachers who shared their self-assessment practices such as the teachers’ belief and mindset about student self-assessment that it should be part of learning and teaching in the classroom, training their students to use self-assessment and others. The self-assessment practices are implemented in different subjects such as English, Science, Art, Physical Education, and others and with students as young as 7 years old. These teachers share their experiences of implementing self-assessment, including initial challenges and how they overcame them, as well as their reflections and insights of their self-assessment journey with their students, with the intention to serve as encouragement for interested teachers to use self-assessment in their own students and classrooms.

This chapter presents how self-assessment can be understood and be used to best effects in terms of teachers’ experiences, power, and merit and student voice. Possible challenges in the implementation of self-assessment for both students and teachers are also discussed and actions that could be taken by teachers and students are presented to help provide a better experience for all in implementing self-assessment in the classrooms.

This book provides the basics of student self-assessment and implementation challenges, and it offers practical solutions and examples for navigating the use of student self-assessment in various subject disciplines in primary schools, secondary schools and higher education. It provides an informed approach for educators to understand the complexities and subtleties involved in implementing self-assessment, and how this might include and impact on teachers and students.

Involving students in assessment is not a new idea nor is student self assessment a new assessment tool in schools. Despite the advantages and the necessity for including it in our pedagogic processes explicitly, the use of student self-assessment has been far from commonplace and consistent in classrooms, schools and universities. This book makes clear the choices of what, how and why student self-assessment is important and usable in the classroom.

This book is designed for educators at different levels, and educational researchers. It will provide food for thought for pre- and in-service teachers and school leaders who are interested in nurturing independent and self directed learners by involving students in the assessment process and maxim ising student learning through the use of student self-assessment.