Defining Learner Self-Assessment
Anastasia Papanthymou, Maria Darra

The aim of the present study was to examine the conceptual content of learner self-assessment by analyzing 28 publications concerning primary, secondary and inclusive education and different teaching subjects. From the analysis nine dimensions of learner self-assessment emerged as they were more frequently reported. These are: a. learner-centered pedagogy, feedback and learning orientation that were included in a broader category, "context" b. quality learning, collaboration/involvement and formative assessment that were included in the category "learner role" and c. monitoring, reflection and review/control that were dimensions of a more general category that was called "processes". Definitions in the context of primary and secondary education are mainly based on the dimension of learner-centered pedagogy and reflection. Moreover, in the context of inclusive education and various teaching subjects, the dimensions of formative assessment and quality learning are not identified in definitions whereas the number of publications that was located was extremely small. Consequently, it is concluded that more research is needed on the conceptual content of learner self-assessment in contexts such as inclusive education and several teaching subjects in order to produce a more defined concept of self-assessment and its characteristics within these contexts.

Full Text: PDF     DOI: 10.15640/jehd.v8n2a22