Student autonomy in assessment: an investigation into self-evaluation in the classroom allowing students to progress personally and academically

Thesis

This study aimed to identify how self-assessment can be used more effectively within the classroom. The research involved 4 staff members and 225 year 8 students and was conducted within the area of Citizenship Education. This was as a result of the identification of clear connections within the literature between the aims of Citizenship and the desired outcomes of self-assessment. Through an understanding of current school policy alongside staff and students views, an intervention was set up to help guide students through the self-assessment process. A key focus of the intervention was student autonomy, an ability to be self-reliant, when evaluating. Evidence suggests that as a result of the intervention students were able to identify what they had done well as well as set appropriate targets to aid their progression. Reactions were positive and students indicated that they felt more confident about how to develop their own learning as well as how to transfer skills to other areas. Staff within Citizenship reflected these views and found the intervention had helped with teaching and learning in their classrooms.

Authors: Barry, T

• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT2015; MLT; Assessment
• Subjects: Education