Student self-assessment as a practice and as a goal in higher education is generally emphasised for academics. This book researches specifically what academics emphasise in their experiences of student self-assessment. The investigation focused on the different ways academics described their understanding and practice of self-assessment. These academics’ ways of experiencing student self-assessment are subsequently discussed in terms of assessment, learning and power.
Whilst there is much emphasis on student self-assessment as a practice and as a goal in higher education, there is less attention paid to how it is understood and used by academics. This book is about student self-assessment from the perspectives of academics in higher education who had provided their students with opportunities to judge their learning. The investigation focused on the different ways that student selfassessment was experienced by sixteen academics from a variety of disciplines and programs of study. The consequent research findings describe a structure of progressive awareness of meanings and practices of student self-assessment.
Table of Contents
Chapter 1: An Overview of Student Self-Assessment in Higher Education
Chapter 2: Student Self-Assessment in Terms of Assessment
Chapter 3: Student Self-Assessment in Terms of Learning
Chapter 4: Student Self-Assessment in Terms of Power
Chapter 5: A Phenomenographic Approach to Researching Student Self-assessment
Chapter 6: The Phenomenographic Investigation of Academics’ Ways of Experiencing Student Self-assessment
Chapter 7: The Outcome Space of Academics’Ways of Experiencing Student Self-assessment
Chapter 8: Revisiting Student Self-assessment in Terms of Assessment, Learning and Power
Chapter 9: Towards NewMeanings and Practices of Student Self-Assessment in Higher Education
Readership: Graduates and researchers with academic/research interests in self-assessment, higher education and learning, Graduates majoring in education, Educationalists, Teachers and Students.