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Using Student-Directed Assessment as a Learning Process

Fletcher, Anna (2012). Using Student-Directed Assessment as a Learning Process. In: Assessment and Learning: Bridging Diverse Disciplines and Domains (LTRC 2012), Princeton, NJ, United States, 1-5 April 2012.

Document type: Conference Paper
Citation counts: Google Scholar Search Google Scholar

IRMA ID 82056760xPUB127
Author Fletcher, Anna
Title Using Student-Directed Assessment as a Learning Process
Conference Name Assessment and Learning: Bridging Diverse Disciplines and Domains (LTRC 2012)
Conference Location Princeton, NJ, United States
Conference Dates 1-5 April 2012
Conference Publication Title 34th Language Testing Research Colloquium
Publisher International Language Tester Association
Publication Year 2012
Start Page 75
End Page 75
HERDC Category E3 - Conference Publication - Extract of paper (internal)
Abstract This study originated in reaction to the 2008 introduction of a Nation-wide Assessment Program in Literacy and Numeracy (NAPLAN) by the Federal Government in Australia. Assessment is well documented to play a key role in establishing and raising standards of learning but with the current political emphasis on using assessment for accountability and to monitor macro educational standards, its formative practice is less noted. Consequently this mixed-methods study into using Student-Directed Assessment (SDA) as a learning process was conducted at a Primary (Elementary) School in The Northern Territory of Australia. The study draws on Formative Assessment principles, Constructivist learning approaches and Self-Regulated Learning. A simultaneous design has been employed in which both qualitative and quantitative data is given equal priority. The study explores how students engage in learning when they are able to identify their own learning goals, determine their assessment criteria and how they will demonstrate their mastery of learning outcomes. Early findings indicate that when students in the participating year levels (Years Two, Four and Six) are involved in their own assessment and when assessment is central to learning, that deep and meaningful learning experiences occur. Through this collaboration with teachers, students display behavioural, emotional and cognitive engagement with their assessment tasks. In the case of the Year Six students, the Student Directed Assessment group who actively planned and took charge of their learning in the assessment process achieved significantly higher scores in their writing sample compared to their peers in the Teacher Directed Assessment group.
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Created: Fri, 17 Jan 2014, 00:18:30 CST