Teachers’ definitions, beliefs, and reasons for using or not using student self-assessment

ABSTRACT

The purpose of this study was to understand ways in which teachers define student self-assessment, explore teachers’ reasons for using or not using student self-assessment, and explicate the beliefs associated with these reasons. Drawing on Ajzen’s theory of planned behavior, the authors interviewed seven high school teachers and explored the relationships between their definitions, beliefs, and reasons for using or not using student self-assessment. Definitions of self-assessment varied between formative and summative. Beliefs associated with student outcomes were indicators for using self-assessment. Beliefs about resources (e.g. time, information) and concerns about students’ ability to self-assess were associated with not using self-assessment. The study has relevance for understanding ways in which efforts to increase use of student self-assessment likely depend on individual teacher definitions, reasons, and beliefs.

KEYWORDS:

• Student self-assessment
• teacher beliefs
• theory of planned behavior
• teacher development
• professional learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Christopher D. Andrews

Christopher D. Andrews is an independent researcher, focusing on improving the learner experience in technical training environments. He earned his PhD in Learning Sciences from Indiana University, focusing his research on participatory approaches to teaching and learning in technology-rich environments, social annotation, and educational assessment. During his doctoral studies, he also taught Educational Psychology to undergraduate pre-service teachers for two years. Prior to doctoral studies, Chris taught high school for seven years and served as a teacher leader for student teachers and early career educators. Chris also holds an MA in Teacher Education and a BS in Technology and Engineering Education.

Michael J. Richardson

Michael J. Richardson is an Associate Professor of Teacher Education responsible for teaching adolescent development and classroom management for secondary education majors, and graduate courses relating to the intersection of education and psychology (theories of learning and teaching, psychological and philosophical foundations of educational research, social and emotional learning, and foundations of teacher education). Mike’s training is in mental health counseling, developmental psychology, and theory and philosophy of psychology. His research interests center on identification of and support for adolescents’ social, emotional, and developmental needs, and on implications of moral theory and philosophy for educational relationships.

Erin F. Whiting

Erin Feinauer Whiting is a Professor of Teacher Education responsible for teaching multicultural education for secondary education majors as well as graduate courses related to sociocultural aspects of knowledge and schooling. Trained as a rural sociologist she focuses on understanding and alleviating social inequalities. Current research focuses on understanding school community and organization for the inclusion of all students. She has looked at these issues in online learning environments, as well as examining cultural learning and community cohesion in two-way immersion schools and dual language programs. She has also studied the complexities of teaching a critical multicultural teacher education and what leads to changes in perspectives and dispositional development of social justice practices through emotional work.