BibTex RIS Kaynak Göster

Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning

Yıl 2015, Cilt: 15 Sayı: 60, 75 - 88, 30.10.2015
https://doi.org/10.14689/ejer.2015.60.5

Öz

Problem Statement: This paper focuses on assessment in Irish education, which, despite best intentions, shepherds students through the process to an extent that the individual is prone to undervalue her/his ability to trust in the self as a rational, self-thinking individual.  In Ireland’s assessment system lies the paradox whereby from childhood the learner develops the habit of depending on ‘authority’ (teacher/examiner) to assess their work, with the expectation that the learner will graduate a self-reliant, achieving person. 

Purpose: This paper shows how a step away from the traditional form of assessment, beginning at elementary school, can help redress this incongruity.  Self- and peer-assessment, in a study with 523 students and their teachers, is shown to be more congruent with developing skills, attitudes and behaviour necessary to help students graduate as self-reliant and self-directed individuals. 

Methods: These were from the post‑positivist/phenomenological/interpretive family.  The study used Action Research from the emancipatory paradigm.  Concerned with experience, phenomenological analysis emerged from the interpretive paradigm.  Throughout, the quantitative element added a positivist dimension which was a constant aspect, strengthening the research.  In accordance with phenomenological philosophy, attention was paid to minority viewpoints, ensuring the study was inclusive and culturally sensitive.

Results and Findings: A sociological phenomenon, learning applies to all, and any theory of learning must embrace all learners, in accordance with social justice.  During self- and peer-assessment, students developed skills as critical, creative thinkers, effective communicators, collaborative team workers, becoming more personally productive and effective.  Their self-awareness and self-reflection increased significantly.  All of these aspects are essential components of self-direction.

Conclusions and Recommendations: Self- and peer-assessment, a culturally responsive student-teacher partnership approach, serves all ages in any learning context.  It is a step toward redressing the balance from dependence on the teacher/examiner to self-direction.  Self- and peer-assessment is a sustainable lifelong learning methodology and needs implementing urgently at all levels of the curriculum.  This will lead to a reconstruction of boundaries as learners take more control of their assessment and learning.  The focus is on ‘self’, learning control and self-direction through the practice of assessing own and peer performance.  Ultimately, this creative form of assessment influences, self, community and greater society.

Key Words: Self-assessment, peer-assessment, self-reliance, self-direction, culturally responsive

Kaynakça

  • Biggs, J. (1999) Teaching for Quality Learning at University: What the Student Does. Buckingham: Society for Research into Higher Education; Open University Press
  • Boud, D. (1995) Enhancing Learning Through Self Assessment. New York: Routledge Falmer
  • Boud, D. (2000) Sustainable Assessment: Rethinking Assessment for the Learning Society. Studies in Continuing Education. 22 (2) 151-167
  • Boud, D., Cohen, R. and Sampson, J. (1999) Peer learning and assessment. Assessment and Evaluation in Higher Education Dec99, 24, (4) 413-427
  • Chansarkar, B. A. and Raut-Roy, U. (1987) Student performance under different assessment situations. Assessment and Evaluation in Higher Education 12, (2) 115-122
  • Cowan, J. (1981) Struggling with Self-assessment. In Boud, D. (ed.) Developing Student Autonomy in Learning. London: Kogan Page
  • Department of Education and Science (1995) Charting our Education Future: White Paper on Education. Dublin: The Stationery Office
  • Department of Education and Science (2000) Learning for Life: White Paper on Adult Education. Dublin: The Stationery Office
  • Dewey, J. (1916) Democracy and Education: An Introduction to the Philosophy of Education (reprinted 1944). New York: The Free Press
  • Elliott, J. (1991) Action Research for Educational Change. Buckingham: Open University Press
  • Fautley, M. and Savage, J. (2008) Achieving QTS:Assessment for Learning and Teaching in Secondary Schools. Exeter: Learning Matters
  • Glaser, B. and Strauss, A. (1967) The Discovery of Grounded Theory. Chicago: Aldine
  • Knowles, M. S. (1990) The Adult Learner: A Neglected Species (4th Ed.) Houston, Texas: Gulf Publishing
  • Lejk, M. and Wyvill, M. (2002) Peer assessment and contributions to a group project. Assessment and Evaluation in Higher Education 27, (6) 569-577
  • Lewin, K. (1948) Resolving Social Conflicts: Selected Papers on Group Dynamics. Lewin G. W. (ed.) Collected Edition (1997). New York: American Psychological Association
  • Maykut, P. and Morehouse, R. (1994) Beginning Qualitative Research: A Philosophic and Practical Guide. London: The Falmer Press
  • McNiff, J. and Whitehead, J. (2002) Action Research: Principles and Practice. (2nd Ed.) London: RoutledgeFalmer
  • Patton, M. Q. (1990) Qualitative Evaluation and Research Methods. (2nd Ed.) Thousand Oaks, California: Sage
  • Race, P., Brown, S. and Smith, B. (2005) 500 Tips on Assessment. (2nd Ed.) New York: Routledge Falmer
  • Rogers, A. (2002) Teaching Adults (3rd Ed.) Maidenhead: Open University Press
  • Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books
  • Seligman, M. E. P. (1975) Helplessness: On Depression, Development and Death. San Francisco: Freeman
  • Stefani, L. A. J., (1998) Assessment in Partnership with Learners. Assessment & Evaluation in Higher Education, 23, (4) 339-350
  • Taylor, B.(1998) Accountability: a practical guide. In Cashdan, A. and Overall, L. (eds.) Teaching in Primary Schools. London: Cassell
Yıl 2015, Cilt: 15 Sayı: 60, 75 - 88, 30.10.2015
https://doi.org/10.14689/ejer.2015.60.5

Öz

Kaynakça

  • Biggs, J. (1999) Teaching for Quality Learning at University: What the Student Does. Buckingham: Society for Research into Higher Education; Open University Press
  • Boud, D. (1995) Enhancing Learning Through Self Assessment. New York: Routledge Falmer
  • Boud, D. (2000) Sustainable Assessment: Rethinking Assessment for the Learning Society. Studies in Continuing Education. 22 (2) 151-167
  • Boud, D., Cohen, R. and Sampson, J. (1999) Peer learning and assessment. Assessment and Evaluation in Higher Education Dec99, 24, (4) 413-427
  • Chansarkar, B. A. and Raut-Roy, U. (1987) Student performance under different assessment situations. Assessment and Evaluation in Higher Education 12, (2) 115-122
  • Cowan, J. (1981) Struggling with Self-assessment. In Boud, D. (ed.) Developing Student Autonomy in Learning. London: Kogan Page
  • Department of Education and Science (1995) Charting our Education Future: White Paper on Education. Dublin: The Stationery Office
  • Department of Education and Science (2000) Learning for Life: White Paper on Adult Education. Dublin: The Stationery Office
  • Dewey, J. (1916) Democracy and Education: An Introduction to the Philosophy of Education (reprinted 1944). New York: The Free Press
  • Elliott, J. (1991) Action Research for Educational Change. Buckingham: Open University Press
  • Fautley, M. and Savage, J. (2008) Achieving QTS:Assessment for Learning and Teaching in Secondary Schools. Exeter: Learning Matters
  • Glaser, B. and Strauss, A. (1967) The Discovery of Grounded Theory. Chicago: Aldine
  • Knowles, M. S. (1990) The Adult Learner: A Neglected Species (4th Ed.) Houston, Texas: Gulf Publishing
  • Lejk, M. and Wyvill, M. (2002) Peer assessment and contributions to a group project. Assessment and Evaluation in Higher Education 27, (6) 569-577
  • Lewin, K. (1948) Resolving Social Conflicts: Selected Papers on Group Dynamics. Lewin G. W. (ed.) Collected Edition (1997). New York: American Psychological Association
  • Maykut, P. and Morehouse, R. (1994) Beginning Qualitative Research: A Philosophic and Practical Guide. London: The Falmer Press
  • McNiff, J. and Whitehead, J. (2002) Action Research: Principles and Practice. (2nd Ed.) London: RoutledgeFalmer
  • Patton, M. Q. (1990) Qualitative Evaluation and Research Methods. (2nd Ed.) Thousand Oaks, California: Sage
  • Race, P., Brown, S. and Smith, B. (2005) 500 Tips on Assessment. (2nd Ed.) New York: Routledge Falmer
  • Rogers, A. (2002) Teaching Adults (3rd Ed.) Maidenhead: Open University Press
  • Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books
  • Seligman, M. E. P. (1975) Helplessness: On Depression, Development and Death. San Francisco: Freeman
  • Stefani, L. A. J., (1998) Assessment in Partnership with Learners. Assessment & Evaluation in Higher Education, 23, (4) 339-350
  • Taylor, B.(1998) Accountability: a practical guide. In Cashdan, A. and Overall, L. (eds.) Teaching in Primary Schools. London: Cassell
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Kathy Harrıson Bu kişi benim

Joe O’hara Bu kişi benim

Gerry Mcnamara

Yayımlanma Tarihi 30 Ekim 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 15 Sayı: 60

Kaynak Göster

APA Harrıson, K., O’hara, J., & Mcnamara, G. (2015). Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning. Eurasian Journal of Educational Research, 15(60), 75-88. https://doi.org/10.14689/ejer.2015.60.5
AMA Harrıson K, O’hara J, Mcnamara G. Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning. Eurasian Journal of Educational Research. Ekim 2015;15(60):75-88. doi:10.14689/ejer.2015.60.5
Chicago Harrıson, Kathy, Joe O’hara, ve Gerry Mcnamara. “Re-Thinking Assessment: Self- and Peer-Assessment As Drivers of Self-Direction in Learning”. Eurasian Journal of Educational Research 15, sy. 60 (Ekim 2015): 75-88. https://doi.org/10.14689/ejer.2015.60.5.
EndNote Harrıson K, O’hara J, Mcnamara G (01 Ekim 2015) Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning. Eurasian Journal of Educational Research 15 60 75–88.
IEEE K. Harrıson, J. O’hara, ve G. Mcnamara, “Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning”, Eurasian Journal of Educational Research, c. 15, sy. 60, ss. 75–88, 2015, doi: 10.14689/ejer.2015.60.5.
ISNAD Harrıson, Kathy vd. “Re-Thinking Assessment: Self- and Peer-Assessment As Drivers of Self-Direction in Learning”. Eurasian Journal of Educational Research 15/60 (Ekim 2015), 75-88. https://doi.org/10.14689/ejer.2015.60.5.
JAMA Harrıson K, O’hara J, Mcnamara G. Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning. Eurasian Journal of Educational Research. 2015;15:75–88.
MLA Harrıson, Kathy vd. “Re-Thinking Assessment: Self- and Peer-Assessment As Drivers of Self-Direction in Learning”. Eurasian Journal of Educational Research, c. 15, sy. 60, 2015, ss. 75-88, doi:10.14689/ejer.2015.60.5.
Vancouver Harrıson K, O’hara J, Mcnamara G. Re-Thinking Assessment: Self- and Peer-Assessment as Drivers of Self-Direction in Learning. Eurasian Journal of Educational Research. 2015;15(60):75-88.