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ERIC Number: EJ1109497
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-877X
Situating Power Potentials and Dynamics of Learners and Tutors within Self-Assessment Models
Taras, Maddalena
Journal of Further and Higher Education, v40 n6 p846-863 2016
Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and theories of power and student voice are utilised to build on the limited existing literature that examines issues of power in self-assessment. The results of the evaluations show that the standard self-assessment model, which has been the default model since the 1930s, is the least empowering for students and also detrimental to producing a dialogic forum with tutors. The other models are far more conducive to permitting a shared understanding of assessment protocols, processes and products and therefore potentially lead to more equitable and transparent assessment communities. The value of this study is that it helps to clarify the possible implications and impacts resulting from the use of each self-assessment model in order to make an informed choice, which will also support the alignment of assessment practices with learning and teaching and curriculum choices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom