Flexible Assessment: Learner voices on self-assessment

Flexible Assessment: Learner voices on self-assessments

Flexible Assessment is an outcomes-based approach where formative and summative assessments are mixed to measure learning outcomes in ways that allow learner voices on assessment weights, what and how to assess as well as self- and peer-assessments. Flexible assessment usually involves using some or all of the following assessment methods:

Learner voices on assessment weights

First: Flexible assessment weights

Second: Open flexible assessment pathway

Learner voices on what to assess
Learner voices on how to assess learning
Learner voices on self-assessment
Learner voices on peer-assessment

In this blog, I will be discussing flexible assessment in terms of learner voices on self-assessment of learning. The blog proceeds in the following order:

a) Requirements of self-assessment

b) Procedure of self-assessment

c) Benefits of self-assessment

a) Requirements of self-assessment

It blends both formative and summative assessment.
It is outcomes-based assessment. Must address specific course LOs.
The grade of self-assessments together should not exceed 5% of the final grade.
At least one self-assessment is conducted against a rubric developed by each student.
At least one self-assessment is conducted against a rubric provided by the instructor.
At least one self-assessment combines both student and instructor rubrics. Student rubric is used first, while instructor rubric second. Finally, the student compares both assessments and modifies self-assessment.

b) Procedure of self-assessment

Each student performs or completes a task.
Each student self-asses his/ her own performance on the task.
Each student discusses self-assessment with two or more colleagues and asks for a written feedback.
Each student modifies self-assessment in light of colleagues’ feedback.
Each student submits self-assessment alongside colleagues’ feedback to instructor.
Instructor reviews the work and approves or changes the grade.
Instructor identifies the best self-assessor and assigns awards.

c) Benefits of self-assessment

It drives each person to reflect on his/ her own work for improvement.
Each person learns how to assess the strengths and weaknesses of her own work.
Each person learns about their own strengths and weaknesses from others.
Each person develops learning strategies.
Each person improves her own understanding and subsequent learning.
Each person learns how to assess and test better.
Each person develops analysis, evaluative and constructive feedback skills.
Each person becomes less defensive and more open to criticism.
Self-assessment blends summative and formative assessment.
Each person has internal motivation to conduct and achieve well in self- assessments.
It helps students to discover poor performance, study plans and learning strategies without detrimental consequences for their final grade.
It allows instructors and program directors to discover poor performance so that they adjust instructional content, delivery and assessment.
Test anxiety is not an issue before and while students conduct self-assessments.
When students perform well on self-assessments, their drive for success increases.
When students do not perform well on first self-assessment, a positive level of anxiety is in place as they still have hope to achieve well on other elements of self-assessment as well as on the final grade.
It allows instructors, program directors and students to assess analytic, evaluative and critical thinking skills, interpersonal skills, and communication skills.

Flexible Assessment: Learner voices on self-assessments

Learner voices on assessment weights

Learner voices on what to assess

Learner voices on how to assess learning

Learner voices on self-assessment

Learner voices on peer-assessment

In this blog, I will be discussing flexible assessment in terms of learner voices on self-assessment of learning. The blog proceeds in the following order:

a) Requirements of self-assessment

b) Procedure of self-assessment

c) Benefits of self-assessment

a) Requirements of self-assessment

It blends both formative and summative assessment.

It is outcomes-based assessment. Must address specific course LOs.

The grade of self-assessments together should not exceed 5% of the final grade.

At least one self-assessment is conducted against a rubric developed by each student.

At least one self-assessment is conducted against a rubric provided by the instructor.

At least one self-assessment combines both student and instructor rubrics. Student rubric is used first, while instructor rubric second. Finally, the student compares both assessments and modifies self-assessment.

b) Procedure of self-assessment

Each student performs or completes a task.

Each student self-asses his/ her own performance on the task.

Each student discusses self-assessment with two or more colleagues and asks for a written feedback.

Each student modifies self-assessment in light of colleagues’ feedback.

Each student submits self-assessment alongside colleagues’ feedback to instructor.

Instructor reviews the work and approves or changes the grade.

Instructor identifies the best self-assessor and assigns awards.

c) Benefits of self-assessment

It drives each person to reflect on his/ her own work for improvement.

Each person learns how to assess the strengths and weaknesses of her own work.

Each person learns about their own strengths and weaknesses from others.

Each person develops learning strategies.

Each person improves her own understanding and subsequent learning.

Each person learns how to assess and test better.

Each person develops analysis, evaluative and constructive feedback skills.

Each person becomes less defensive and more open to criticism.

Self-assessment blends summative and formative assessment.

Each person has internal motivation to conduct and achieve well in self- assessments.

It helps students to discover poor performance, study plans and learning strategies without detrimental consequences for their final grade.

It allows instructors and program directors to discover poor performance so that they adjust instructional content, delivery and assessment.

Test anxiety is not an issue before and while students conduct self-assessments.

When students perform well on self-assessments, their drive for success increases.

When students do not perform well on first self-assessment, a positive level of anxiety is in place as they still have hope to achieve well on other elements of self-assessment as well as on the final grade.

It allows instructors, program directors and students to assess analytic, evaluative and critical thinking skills, interpersonal skills, and communication skills.