One of the key characteristics of student-involved assessment is the shift in focus from traditional, teacher-driven evaluations to collaborative, reflective and dynamic assessments where students play an active role. This aligns closely with the core principles of progressive education which emphasizes a learner-centred approach, the value of the learning process and collaborative learning. Dr Wong Hwei Ming, Assistant Centre Director at NIE’s Centre for Research in Pedagogy & Practice, Office of Education Research, shares with us insights from her research on student-involved assessment and feedback, as well as her reflections on the relationship between student-involved assessment and progressive pedagogies.

Can you share what the definition of student-involved assessment and feedback is, and some examples of those? 

Student-involved assessment and feedback refers to the involvement of students in the assessment and feedback process, where they actively participate in various ways such as:

• • Evaluating their own work (self-assessment against a set of criteria)
  • Setting learning goals for improvement
  • Reflecting on their learning (experience) and revising their work based on the criteria
  • Assessing their classmates’ work (peer assessment based on the same set of criteria)
  • Providing and receiving formative feedback to improve performance and work towards their goals

From 2020 to 2022, I conducted a study that focused on how to build teachers’ and students’ capacities in student-involved assessment in primary classrooms and also explored how to better engage primary school teachers and students in this area. The study revealed that by involving students in the assessment process, it empowers them to take ownership of their learning, understand the assessment criteria and use feedback to improve their work. It also showed that student- involved assessment can provide teachers with the necessary pedagogical tools to engage their students further. Additionally, it highlighted that providing meaningful feedback helps students stay on track academically while sustaining their motivation and enthusiasm for learning (Wong et al., 2023a). It also affords them the opportunity to engage more deeply with the concept of what it means to manage their own learning (Wong, 2023b).

From your point of view, why is student-involved assessment considered a progressive pedagogy in teaching and learning?

Student-involved assessment aligns neatly with the core principles of progressive education which emphasizes student-centred learning, active learning and engagement, critical thinking and self-regulation, collaboration and the development of skills relevant to students’ lives in and outside of school. Let me explain further.

Student-involved assessment embodies student- centred learning as it actively engages students in the assessment (and feedback) process, allowing them to take ownership of their learning. It shifts the emphasis om teacher-centred assessment to one where students play a greater and critical role in assessing their own learning and that of their peers based on a set of criteria.

Self-assessment allows students to critically review their own work and make decisions on their progress as well as areas of improvement. This not only nurtures their self-regulation and self-management skills, but also increases their engagement with the learning process. Peer assessment gives them the opportunity to learn how to critically assess their classmates’ work and appreciate different perspectives. It fosters collaborative learning and builds a community of learners among themselves in the class. Both forms of assessments provide students with a deeper understanding of the topic they are working on and further develop their analytical skills.

The skills honed through self-assessment and peer assessment are not only relevant in the classroom but are also essential life skills that students can apply in various personal and professional contexts beyond school.

How does student-involved assessment give students empowerment and agency in their learning?

Student-involved assessment empowers and gives students agency by allowing them a more involved and active role in their learning process. Students’ sense of ownership over their learning is nurtured as they shift from being passive recipients of knowledge to active participants who set their own learning goals.

Through self-assessment, students develop critical thinking and reflective skills when they analyse and identify their strengths and areas of improvement. Peer assessment also enhances these skills and in addition, fosters collaboration and communication skills through the provision of feedback to their classmates. When students are involved in assessing their own work and their classmates’ work, they take on responsibility for their own learning, while gaining independence and confidence.

Students become more engaged and motivated when they see the results of their efforts, which further encourages a deeper commitment to their studies. When students are engaged in peer assessment, a sense of community and shared responsibility are encouraged, collaboration is strengthened and communication skills are also enhanced.

Student-involved assessment transforms students into empowered, active, motivated and reflective learners who are deeply involved in their learning journey, making it a more meaningful and personalized learning experience.

Which areas of assessment do you think merit further attention and research? Why are they important?

My research into student-involved assessment has shown that when implemented properly, it has the potential to empower students, develop their critical thinking, increase their sense of ownership and responsibility in learning, as well as enhance communication and collaboration skills through peer assessment.

However, further research is needed. For example, studies can be conducted to explore the various factors which can affect the uptake of student-involved assessment by students and in turn, its effectiveness. These factors include student self-efficacy and confidence, student motivation and engagement, social and cultural influences, among others. By understanding these factors, we can gain insights into how to better design and implement student-involved assessment that cater to diverse needs, thus increasing uptake and making the assessment, feedback and learning processes more impactful and meaningful for the students. Longitudinal research on student-involved assessment could also provide valuable insights into the long-term impact on student learning.

References

Wong, H. M., Rahmat, F. A., Safii, L., Tan, K., Sun, B. Q., Chng, M., & Lee, J. (2023a). Building Teachers’ and Students’ Capacities in Student-Involved Assessment in Primary Classrooms. Project Closure Report (ERFP), National Institute of Education. Singapore.

Wong, H. M. (2023b). Student-involved assessment in primary classrooms: Engaging teachers and students (Research Brief Series No. 23-004). National Institute of Education (Singapore). https://hdl.handle.net/10497/25617