Struggles with self assessment

In previous courses I learned about the benefits of self-assessment, and I have tried to implement some self-assessment in my course. Through this I hope to get students more engaged in their own learning.

The major term project in the course I teach is a science fair project, which has proven an excellent project that gets students engaged through discovery and inquiry-based learning. The culmination of the project is a science fair, during which judges (including myself) mark students based on a detailed rubric. In the last two semesters I have asked students to mark themselves using the same rubric. This isn`t “for marks”, but hopefully provides an opportunity for students to reflect on the project they have spent a significant amount of effort on.

Many students don’t complete the self-assessment, seeing no point if it’s not for marks. Only a few of the completed assessments are what I would consider honest or critical reflections.

This is a first-year course where many students don’t yet take control of their own learning, expecting information to be fed to them. Many students are extrinsically motivated by grades or parental expectations. I feel that self-assessment is a very useful tool, but one that perhaps shouldn’t be motivated by grades or other extrinsic reward. How does one encourage a shift toward greater intrinsic motivation?


One thought on “Struggles with self assessment

  1. Pingback: Introducing reflection | "Education is the kindling of a flame, not the filling of a vessel"

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