Opportunities are included that allow students to evaluate their own learning (self-assessment) as a means of formative assessment.
Consider creating a self-assessment checklist or rubric to guide students.
Points: 2 (Very Important)
Self-assessments give students an opportunity to reflect on their learning and re-evaluate their learning progress and direction. This could be a survey they complete, an assignment in which they submit their own thoughts, or a rubric or checklist they can use to self-evaluate or even self-grade their work.
See also standard 6.2 on formative assessment.
- Self-assessments of oral presentations
- Online readiness self-assessments
- Career readiness self-assessments
- Exam wrappers
- Stress reappraisal and expressive writing
- Social belonging survey & student testimonials
- Values affirmation and goal setting surveys
- Journaling, Blogging, ePortfolios
Project Post-Survey Features can include
Assignment Goal Review
Metacognitive Learning Process Review
- Promoting Learning and Achievement Through Self-Assessment
- Transforming the first-year experience through self and peer assessment
- Peer and self‐assessment in the first year of university
- Using self- and peer-assessment to enhance students’ future-learning in higher education
- Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment
- Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
- Self-assessment complements peer assessment for undergraduate students in an academic writing task