Self-Assessment for Learning in Vocational Education and Training View Full Text


Ontology type: schema:Chapter     


Chapter Info

DATE

2018

AUTHORS

Ernesto Panadero , Daniel Garcia , Juan Fraile

ABSTRACT

Self-assessment is a crucial skill that students need to develop during their educational years, especially at those educational levels where the curriculum leads to future jobs. By being able to assess their own performance, students can become self-regulated learners and continue their professional development throughout their careers. This chapter will explore what is known about self-assessment through an updated version of the state-of-the-art. Firstly, it will be defined what self-assessment is, the different forms it can take, and which of those forms are most conducive to enhancing students’ learning. Secondly, it will be explored what is the relationship between self-assessment and academic achievement and between self-regulated learning strategies and self-efficacy. That section will also present an overview of the learning and psychological effects of self-assessment to conceptualize the internal cognitive, motivational, and emotional processes that are involved. Thirdly, extracted from the research literature, it will be explored what are the best instructional methods to train students to develop their self-assessment skills. In that section, both recommendations on how to help students develop the requisite skills and recommendations for teachers’ training will be presented. Lastly, we will build from best-research examples on vocational education and training to consider how self-assessment can best be implemented and extract practical implications and recommendations. More... »

PAGES

1-12

References to SciGraph publications

  • 2003. Self and Peer Assessment in School and University: Reliability, Validity and Utility in OPTIMISING NEW MODES OF ASSESSMENT: IN SEARCH OF QUALITIES AND STANDARDS
  • 2016-12. The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions in EDUCATIONAL PSYCHOLOGY REVIEW
  • 2009. Literacy and Learning: Are TVET Professionals Facilitators of Learning or Deliverers of Knowledge and Skills? in INTERNATIONAL HANDBOOK OF EDUCATION FOR THE CHANGING WORLD OF WORK
  • 2012-07. Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review in VOCATIONS AND LEARNING
  • 2009. Action-Based TVET in INTERNATIONAL HANDBOOK OF EDUCATION FOR THE CHANGING WORLD OF WORK
  • 1989-09. Quantitative studies of student self-assessment in higher education: a critical analysis of findings in HIGHER EDUCATION
  • 2016. Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation in ASSESSMENT FOR LEARNING: MEETING THE CHALLENGE OF IMPLEMENTATION
  • 2014-10. Vocational Education Students’ Generic Working Life Competencies: Developing a Self-Assessment Instrument in VOCATIONS AND LEARNING
  • 2014-07. Vocational Students Experiences with Assessment in Workplace Learning in VOCATIONS AND LEARNING
  • 2009. Vocational Education in the Netherlands: In Search of a New Identity in INTERNATIONAL HANDBOOK OF EDUCATION FOR THE CHANGING WORLD OF WORK
  • 2009. Workplace Learning: Metacognitive Strategies for Learning in the Knowledge Economy in INTERNATIONAL HANDBOOK OF EDUCATION FOR THE CHANGING WORLD OF WORK
  • 2009. A Conceptual Framework for Technical and Vocational Education and Training in INTERNATIONAL HANDBOOK OF EDUCATION FOR THE CHANGING WORLD OF WORK
  • Book

    TITLE

    Handbook of Vocational Education and Training

    ISBN

    978-3-319-49789-1
    978-3-319-49789-1

    Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/978-3-319-49789-1_85-1

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    http://dx.doi.org/10.1007/978-3-319-49789-1_85-1

    DIMENSIONS

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