Many are the school programs that require a thorough student assessment to gauge whether the students understand certain concepts and aspects. In the context of student and learning, assessment is the process by which the abilities and achievements of students undergo an evaluation. Student self-assessment is where the student gets an opportunity to assess their learning progress. The practice of self-assessment is a critical part of an assessment process because it is student oriented. Going through self-assessment helps the student to identify their skills, gaps, and weaknesses in the areas of their specialization. Also, having the self-assessment plan makes the students focus their attention on learning especially in the identifying regions of weakness.
Furthermore, self-assessment is essential since it enables one to; set realistic goals, revise their work, make decisions on their own and that he/she can also be able to track their progress. The most challenging part of self-assessment is to maintain the required discipline throughout the whole process. However, the most straightforward part of the self-assessment is to realize your progress and measure it is because the students only need to follow up with the changes.
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The critical part of the self-assessment process is for the student to follow the established guidelines so that they can achieve the best out of the whole process. The student needs to go through the whole the process starting with recording what he/she doesn’t know and what he/she knows. The second phase in tracing data and here there is a need for the student to measure the retention of data over time and testing their ability to convey the equivalent information to other people. For this, there is a requirement for a student to evaluate if he/she can retain the acquired knowledge and equally share it with other people. You cannot claim you have learned something if at all you cannot explain the same concept to other people ( Boud & Soler 2016 ). Upon keen observation in measuring the ability of the student to understand and go through a self-assessment, it was evident that the student was able to able to know how to assess his progress. This is because he was able to follow the rubric to the later, he measures his development by recording what he knows and what he does and consequently repeating the process. After which he would try and share the same information to ascertain his ability to retain knowledge over time.
The process of going through self-assessment is essential in helping the student to achieve independence in various ways. First, going through the assessment equips the student with the ability to interpret information freely without necessarily depending on a teacher. Interpretation is a fundamental part of learning having that it helps one to recognize patterns and habits. Secondly, self-assessment encourages the student unconventionality in connecting ideas in all sort of thing he would otherwise not. Going through the assessment is a big step in mastering the art of combining ideas. One can see the relation between study habits, learning environment, subject matter and instructional method (Panadero & Strijbos, 2016). Therefore; one can manipulate all these factors with time.
Moreover, the assessments help in guiding the student. Once a student reflects what he/she has learned, what he/she has not learned and what he would like to learn, it will give him a guide on how to approach the general learning. This saves time a great deal having that the students know where most of his/her time is needed. Furthermore, self-assessment foster independent since the student can retain information. The assessment comes with an opportunity of reviewing the same thing over and over again with time. This makes it possible for students to recall the info having that the more we think about something we've learned the; more we are likely to remember it ( Dixson & Worrell, 2016 ).
It is critical for a student to use a rubric before completing the actual assignment. Rubrics are essential as they specify guidelines and process on how to approach a question and offer an overview of the grading. Before the practical tasks, a student is given the rubric for them to have a clear picture of what is expected of them when doing the assignment. The practice is critical because it helps students to follow instruction and increase their chances of getting high marks. Additionally, the sharing of rubrics with students is important because it improves learning before the actual assignment. In an ideal situation, learners will not necessarily read a rubric one time; they would otherwise interpret it as many times as possible to reflect, analyze and advance their work by the tutoring. For this, it is clear that having a rubric before actually assignment is handy since it prepares and thoroughly bakes the student for the task.
Nevertheless, there were a few gaps in the self-practice. The most evident gap was the inability of the student to maximum recall all the information despite repeating the procedure more than once. Also, there was a gap between knowing and doing, where students focus in on doing the method and not necessarily understanding the whole process and its track.
Most importantly, I would adopt the process to meet the need of student future professional practice by repeating the self-assessment procedure and instil the concept of focusing on knowing the system and not necessarily doing the exercise. Also, I would advise every student to keep a record of every practice and revisit them as often as they could
References
Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education , 41 (3), 400-413.
Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into practice , 55 (2), 153-159. https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989
Panadero, E., Brown, G. T., & Strijbos, J. W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review , 28 (4), 803-830.
