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The role of self-assessment in student grading

journal contribution
posted on 01.03.1989, 00:00 authored by David BoudDavid Boud
While the educational benefits of student self-assessment are being increasingly recognised and self-assessment procedures introduced into post-secondary courses of many different kinds, the use of self-assessment for grading purposes is a more controversial matter. Is there a role for student self-assessment in formal assessment proceedings? If there is to be a role, what should it be? This paper focuses on these questions and examines why a marking role for self-assessment should be considered and what evidence is available on the reliability of student-generated marks. The implications of these findings are considered and strategies are proposed to improve student markers reliability and to incorporate self-assessment indirectly into the formal assessment process. © 1989, Taylor & Francis Group, LLC. All rights reserved.

History

Journal

Assessment & evaluation in higher education

Volume

14

Issue

1

Pagination

20 - 30

Publisher

Taylor & Francis

Location

Chichester, Eng.

ISSN

0260-2938

eISSN

1469-297X

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

1989, Taylor & Francis Group

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