Self-assessment in the context of visible learning
Visible learning is an imperative of the current instructional process. Visible learning is a concept that refers to the fact that students have a clear understanding of the learning objectives, learning processes, and success criteria, so they can assess their own progress (Hattie & Anderman,...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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West University of Timisoara
2023-12-01
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| Series: | Revista de Știinţe Educaţiei |
| Subjects: | |
| Online Access: | https://rse.uvt.ro/pdf/2023/Nr2_update/RSE2_2023_15.pdf |
| _version_ | 1797362736614604800 |
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| author | Botezatu Valeria Bîrnaz Nina |
| author_facet | Botezatu Valeria Bîrnaz Nina |
| author_sort | Botezatu Valeria |
| collection | DOAJ |
| description | Visible learning is an imperative of the current instructional process. Visible learning is a concept
that refers to the fact that students have a clear understanding of the learning objectives, learning
processes, and success criteria, so they can assess their own progress (Hattie & Anderman, 2013).
Through active involvement, students become partners in the learning process and are involved in
making decisions about their own goals and learning strategies. The active involvement of students
facilitates their self-assessment, which is one of the key components of visible learning. In this
context, visible learning involves the use of didactic strategies that make learning transparent to
students, by providing specific and timely feedback, and by promoting collaboration and selfassessment (Fisher, Frey & Hattie, 2016). Self-assessment is a process by which students monitor and
assess the quality of cognitions and skills while learning and identify strategies for improving their
acquisitions. This aspect of formative assessment involves setting objectives and evaluation criteria,
which can facilitate the self-assessment process. Self-assessment is a condition of visible learning, as
it involves students to take responsibility for assessing their own learning, to adjust their learning
based on the feedback received, and to set specific objectives to improve their performance. In this
article, we highlight the specifics of students' self-assessment by presenting theories (cognitive
control theory, self-determination theory) and self-assessment models used in practice. Based on the
theoretical analysis, we identified the principles that can make the process of student self-assessment
more efficient in the context of visible learning. Methodologically, a questionnaire and a test were
applied, based on which we ascertained the students' opinion regarding their self-assessment
process and the level of implementation of self-assessment in the didactic process. As a result, we
formulated conclusions and recommendations for improving the process of self-assessment and
formative assessment of students. |
| first_indexed | 2024-03-08T16:11:42Z |
| format | Article |
| id | doaj.art-bc9a40eb2619403faaa333bc57cc66c4 |
| institution | Directory Open Access Journal |
| issn | 2457-8673 |
| language | English |
| last_indexed | 2024-03-08T16:11:42Z |
| publishDate | 2023-12-01 |
| publisher | West University of Timisoara |
| record_format | Article |
| series | Revista de Știinţe Educaţiei |
| spelling | doaj.art-bc9a40eb2619403faaa333bc57cc66c42024-01-07T16:33:05ZengWest University of TimisoaraRevista de Știinţe Educaţiei2457-86732023-12-0148220522010.35923/JES.2023.2.15Self-assessment in the context of visible learningBotezatu Valeria0Bîrnaz Nina1 State University of Moldova, Chisinau, Republic of Moldova State University of Moldova, Chisinau, Republic of MoldovaVisible learning is an imperative of the current instructional process. Visible learning is a concept that refers to the fact that students have a clear understanding of the learning objectives, learning processes, and success criteria, so they can assess their own progress (Hattie & Anderman, 2013). Through active involvement, students become partners in the learning process and are involved in making decisions about their own goals and learning strategies. The active involvement of students facilitates their self-assessment, which is one of the key components of visible learning. In this context, visible learning involves the use of didactic strategies that make learning transparent to students, by providing specific and timely feedback, and by promoting collaboration and selfassessment (Fisher, Frey & Hattie, 2016). Self-assessment is a process by which students monitor and assess the quality of cognitions and skills while learning and identify strategies for improving their acquisitions. This aspect of formative assessment involves setting objectives and evaluation criteria, which can facilitate the self-assessment process. Self-assessment is a condition of visible learning, as it involves students to take responsibility for assessing their own learning, to adjust their learning based on the feedback received, and to set specific objectives to improve their performance. In this article, we highlight the specifics of students' self-assessment by presenting theories (cognitive control theory, self-determination theory) and self-assessment models used in practice. Based on the theoretical analysis, we identified the principles that can make the process of student self-assessment more efficient in the context of visible learning. Methodologically, a questionnaire and a test were applied, based on which we ascertained the students' opinion regarding their self-assessment process and the level of implementation of self-assessment in the didactic process. As a result, we formulated conclusions and recommendations for improving the process of self-assessment and formative assessment of students.https://rse.uvt.ro/pdf/2023/Nr2_update/RSE2_2023_15.pdfassessmentformative assessmentself-assessmentlearningvisible learning |
| spellingShingle | Botezatu Valeria Bîrnaz Nina Self-assessment in the context of visible learning Revista de Știinţe Educaţiei assessment formative assessment self-assessment learning visible learning |
| title | Self-assessment in the context of visible learning |
| title_full | Self-assessment in the context of visible learning |
| title_fullStr | Self-assessment in the context of visible learning |
| title_full_unstemmed | Self-assessment in the context of visible learning |
| title_short | Self-assessment in the context of visible learning |
| title_sort | self assessment in the context of visible learning |
| topic | assessment formative assessment self-assessment learning visible learning |
| url | https://rse.uvt.ro/pdf/2023/Nr2_update/RSE2_2023_15.pdf |
| work_keys_str_mv | AT botezatuvaleria selfassessmentinthecontextofvisiblelearning AT birnaznina selfassessmentinthecontextofvisiblelearning |