Situating power potentials and dynamics of learners and tutors within self-assessment models

Abstract

Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and theories of power and student voice are utilised to build on the limited existing literature that examines issues of power in self-assessment. The results of the evaluations show that the standard self-assessment model, which has been the default model since the 1930s, is the least empowering for students and also detrimental to producing a dialogic forum with tutors. The other models are far more conducive to permitting a shared understanding of assessment protocols, processes and products and therefore potentially lead to more equitable and transparent assessment communities. The value of this study is that it helps to clarify the possible implications and impacts resulting from the use of each self-assessment model in order to make an informed choice, which will also support the alignment of assessment practices with learning and teaching and curriculum choices.

Keywords:

• power
• self-assessment
• agency

Acknowledgements

Many thanks to Catherine Angela Jones and Laura Ellen Jones for their invaluable feedback and support.