Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
88 - Self-assessment
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Self-assessment can be a useful part of your assessment strategy. It allows learners to find out whether the learning outcomes of the session or course have been met, without having to submit their work for assessment by other people. It may seem as if the teacher is transferring responsibility for the assessment, so it does require a clear and supportive framework in order to work:
• Publish the assessment criteria and explain it to the learners. They will need to know what they are looking for in their own learning.
• Provide checklists for learners to work through when assessing their own work.
• If you use workbooks, be sure to include answer sheets.
A sample self-assessment exercise might be based around finding and evaluating information. Ask the learners to find a journal on a topic. Set clear criteria for the type of article that you want it to be – perhaps published after a particular date, of academic content or from a newspaper. Once they have found an article, ask the learners to reference it correctly and write a short abstract. Allot marks for each element and then ask the learners to mark against the criteria. You could take on the role of second marker to check how well it has worked.
✓ BEST FOR
• assessing simple and practical learning outcomes
• staff development
• learners with a short-term engagement with your teaching
• encouraging learners to take ‘ownership’ of their learning.
+ MORE
• Develop online exercises with built-in feedback. This can be attached to each question of a simple multiple-choice exercise. For example: ‘You answered A. The correct answer was B’, or in more detail: ‘You answered A and the answer is B because —.’ Most assessment software allows you to do this automatically.
: WATCH OUT
• Self-assessment needs trust between learner and teacher – it demands that learners take responsibility for their own learning – and can be scary when you first try it.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 226 - 227Publisher: FacetPrint publication year: 2011