Journal Articles

Self-assessment in higher education: Experience in using a metacognitive approach in five case studies

Title:
Self-assessment in higher education: Experience in using a metacognitive approach in five case studies
Authors:
Source:
Assessment & Evaluation in Higher Education, 31(4), 415-433, 2006
Publisher:
Routledge
Year Published:
2006
Education Categories:
- M Teachers & Education for Teachers
  - MA Professional Education for Teachers
Keywords:
Concept Mapping Case Studies Metacognition Higher Education Self Evaluation (Individuals) Preservice Teacher Education Feedback Reflective Teaching Preservice Teachers Thinking Skills Foreign Countries Hong Kong
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Post-Secondary Education
Abstract:
This study describes the use of a metacognitive approach for self-assessment of teacher education students. The design of the study was guided by the principles of learning-oriented assessment and the centrality of reflection for teachers. The study comprised five case studies undertaken in five teacher education programmes. In each programme, students self-assessed at the beginning, middle and end of learning. Subgroups of students were invited to represent their learning using concept maps and were interviewed on their progression in self-assessment. Analysis indicated that students found the metacognitive approach supportive of their learning and self-assessment. Students were more aware of their learning and thinking processes at the end of the study. Further, teachers involved in the project found the method demanding yet generating useful feedback which enhanced their teaching.
[Copyright of Assessment & Evaluation in Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02602930600679100]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 02602938
DOI:
- 10.1080/02602930600679100
Permalink:
https://bibliography.lib.eduhk.hk/bibs/3c9647f0
Entry Date:
2010-11-24