Self assessment is a formative assessment method that increases the students’ awareness of how values are handled in an activity or a design process. The aim is to create conditions for students’ critical analyses through a formative self assessment process and to improve their confidence and proficiency in working with values in design. When performing a self assessment, the students make their acquired knowledge explicit, clear and visible.
Self assessment is a formative assessment method that enables reflection, which supports critical thinking and higher order learning. Self-assessment is defined as the process by which students make judgments about their learning, particularly their learning outcomes (Boud & Falchikov, 1989). When students conduct a self assessment and afterwards review each other's self assessments, they assess their learning through a dialogue focusing on how to handle values in the design process.
This assessment activity allows the teacher to see whether the intended learning outcomes of the teaching activity have been achieved by asking students to carry out a self assessment with a focus on how values are acted upon in an activity based on the suggested assessment criteria listed in the teaching activity.
By asking students to carry out a self assessment based on specified assessment criteria, the teacher can assess students' acquired attitudes in relation to how they have handled values in an activity, what methods or strategies they used, and how they would change their approach in a future learning activity.
After the teaching activity, ask students to demonstrate their acquired knowledge about values in design by carrying out a self assessment with a focus on how values are dealt with in their work.
Instructions to the students:
Share your self assessment with the other students. You will also receive another student’s self assessment to review.
Based on the peer review (received and given) formulate a conclusion for how to deal with values during an activity in forthcoming design activities and learning activities.
The following steps, are optional:
Share the conclusions with the rest of the students.
Read the other students’ conclusions to deepen and broaden your own reflection (and revise your self assessment if necessary).
In this assessment activity, it is important to focus on the students’ attitudes in order to capture and address the “visible signs of learning”. When doing an authentic assessment, it is important to focus on how the students through an external community of practice can apply or integrate their knowledge relative to the learning goals and relevant assessment criteria. That is, in what ways the students are able to translate and reflect upon new knowledge that they have acquired through the teaching activity up against a community of practice.
When reviewing and watching the students’ self assessments, it might be helpful to pay attention to the following optional proposals for focus points depending on the content of the related teaching activity:
For further professional development consider:
Boud, David, & Falchikov, Nancy (1989). Quantitative studies of student self-assessment in higher education: a critical analysis of findings. Higher Education, 18(5), 529–549.