“Mark it yourself, it’s good for you!” A case study examining the impact of self-assessment on student learning and motivation in a year 12 physics class studying energy


Type
Article
Change log
Authors
Moore, James 
Abstract

Self-assessment is a complex metacognitive process with widely reported benefits for students in secondary education. This paper explores the impact of self-assessment on the learning and motivation of a year 12 physics class in a Cambridgeshire secondary school over a sequence of lessons covering the topic of energy. The use of self-assessment appeared to benefit students by providing them with timely, insightful feedback and promoting self-reflection and self-regulation, whilst also enabling differentiation and promoting mastery. Incorporating self-assessment in homework emerged as an opportunity for developing future practice and research, in particular using online platforms that enable students to guide their own learning.

Description
Keywords
PGCE Secondary Science, self-assessment, Education, Classroom, Physics
Journal Title
Journal of Trainee Teacher Educational Research
Conference Name
Journal ISSN
2043-8338
Volume Title
11
Publisher
Faculty of Education
Publisher DOI
Publisher URL