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December 2007/January 2008 | Volume 65 | Number 4
Rubrics can be a powerful self-assessment tool—if teachers disconnect them from grades and give students time and support to revise their work.
A key element of formative assessment is feedback. The trouble is, most teachers have difficulty finding time to give all students the feedback they need when they need it. Fortunately, students themselves can be excellent sources of feedback. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning.
During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. Self-assessment is formative—students assess works in progress to find ways to improve their performance. Self-evaluation, in contrast, is summative—it involves students giving themselves a grade. Confusion between the two has led to these misconceptions about self-assessment that make many teachers hesitant to try it: (1) Students will just give themselves As, and (2) They won't revise their work anyway, so there's no point in taking time for self-assessment.
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Copyright © 2007 by Association for Supervision and Curriculum Development
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