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ERIC Number: EJ1090831
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
ISSN: EISSN-2295-3159
The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency
Brown, Gavin T. L.; Harris, Lois R.
Frontline Learning Research, v2 n1 p22-30 2014
Formative assessment policies and self-regulation theories argue that student self-assessment of their own work and processes are useful for raising academic performance and self-regulatory skills. However, research into student self-evaluation raises serious doubts about the quality of self-assessment as an assessment process and identifies conditions which must be met if students' judgments are to be useful, valid, and reliable. This paper recommends that student self-assessment should no longer be treated as an assessment, but instead as an essential competence for self-regulation. As such, we describe a potential curriculum approach that could guide teachers to appropriate use of self-assessment tools.
European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A