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Self Assessment and Feedback

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Self Assessment and Feedback: The role of assessment is to gauge the progress that both learner and teacher have made towards achieving ...

Self Assessment and Feedback:

The role of assessment is to gauge the progress that both learner and teacher have made towards achieving the aims that have been set and appraising how this could be done better. Opportunity for feedback, leading to revision and improvement of performance, should constantly be available, without exams and evaluations being used as a threat to study. 

Grading and correction carried out in the presence of students and providing feedback on the answers they get right and wrong, and why. Asking children about why they answered what they did assists teachers in going beyond the written answer to engage with children's thinking. Such processes also take away the frightening judgemental quality of marks obtained in a test, and enable children to understand and focus on their mistakes and learn through these mistakes. Sometimes head teachers object, claiming that correction in the presence of the child reduces 'objectivity'. This is a misplaced concern for 'objectivity', stemming from a competitive system that believes in judging children. Such a concern for 'objectivity' is misplaced in evaluation, which is consistent with educational goals. 

Not only learning outcomes but also learning experiences themselves must be evaluated. Learners happily comment on the totality of their experience. Exercises, both individual and collective, can be designed to enable them to reflect on and assess their learning experiences. Such experiences also provide them with self-regulatory capabilities essential for 'learning to learn'. Such information is also valuable feedback to the teacher, and can be used to modify the learning system as a whole. 

Every classroom interaction with children requires their evaluation of their own work, and a discussion with them about what should be tested and the ways of finding out whether the competencies are being developed or not. Even very young children are able to give correct assessments of what they can or cannot do well. The role of teaching is to provide an opportunity to each child to learn to the best of his or her ability and provide learning experiences that develop cognitive qualities, physical well-being and athletic qualities, as also affective and aesthetic qualities. 

Report cards need to present to children and parents a comprehensive and holistic view of the child's development in many fields. Teachers must be able to say things about each child/student, that conveys to them a sense of individualised attention, reaffirms a positive self-image, and communicates personal goals for them to work towards. Whether it is marks or grades that are reported, a qualitative statement by the teacher is necessary to support the assessment. Only through such a relationship with each child can any teacher succeed in influencing him/her, and contributing to his/her learning. Along with the teacher assessing each child, each student could also assess himself or herself and include this selfassessment in the report card. 

Currently, many report cards carry information on subject areas and have nothing to say about other aspects of the child's development, including health, physical fitness and abilities in games, social skills, and abilities in art and craft. Qualitative statements about these aspects of children's education and development would provide a more holistic assessment of educational concerns. 
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CLEAR CTET: Self Assessment and Feedback
Self Assessment and Feedback
CLEAR CTET
https://www.clearctet.com/2017/09/self-assessment-and-feedback.html
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