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	<title>Student-involved assessment &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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		<title>A Progressive Approach to Student Assessment</title>
		<link>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=a-progressive-approach-to-student-assessment</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 17 Oct 2024 07:22:48 +0000</pubDate>
				<category><![CDATA[issue 90 sep 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Peer assessment]]></category>
		<category><![CDATA[Alternative assessment]]></category>
		<category><![CDATA[Student progress]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Student-involved assessment]]></category>
		<category><![CDATA[Progressive Education]]></category>
		<category><![CDATA[People]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23781</guid>

					<description><![CDATA[One of the key characteristics of student-involved assessment is the shift in focus from traditional, teacher-driven evaluations to [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><b>One</b><b> </b><b>of</b><b> </b><b>the</b><b> </b><b>key</b><b> </b><b>characteristics</b><b> </b><b>of</b><b> </b><b>student-involved</b><b> </b><b>assessment</b><b> </b><b>is</b><b> </b><b>the</b><b> </b><b>shift</b><b> </b><b>in </b><b>focus from traditional, teacher-driven evaluations to collaborative, reflective and dynamic assessments where students play an active role. </b></em><em><b>This</b><b> </b><b>aligns</b><b> </b><b>closely</b><b> </b><b>with</b><b> </b><b>the</b><b> </b><b>core</b><b> </b><b>principles</b><b> </b><b>of</b><b> </b><b>progressive</b><b> </b><b>education</b><b> </b><b>which </b><b>emphasizes a learner-centred approach, the value of the learning process and collaborative learning. <a href="https://dr.ntu.edu.sg/cris/rp/rp01511" target="_blank" rel="noopener">Dr Wong Hwei Ming</a>, Assistant Centre Director at NIE’s <a href="https://www.ntu.edu.sg/nie/crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy &amp; Practice</a>, <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a>, 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.</b></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg" alt="" class="alignright wp-image-23810 " width="327" height="580" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg 169w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-577x1024.jpeg 577w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-768x1364.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-865x1536.jpeg 865w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-1153x2048.jpeg 1153w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-scaled.jpeg 1441w" sizes="(max-width: 327px) 100vw, 327px" /></p>
<h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW37352676 BCX0"><span class="NormalTextRun SCXW37352676 BCX0">C</span><span class="NormalTextRun SCXW37352676 BCX0">an</span><span class="NormalTextRun SCXW37352676 BCX0"> you share</span><span class="NormalTextRun SCXW37352676 BCX0"> </span><span class="NormalTextRun SCXW37352676 BCX0">what the </span><span class="NormalTextRun SCXW37352676 BCX0">d</span><span class="NormalTextRun SCXW37352676 BCX0">efinition</span><span class="NormalTextRun SCXW37352676 BCX0"> of </span><span class="NormalTextRun SCXW37352676 BCX0">student-involved assessment and feedback</span><span class="NormalTextRun SCXW37352676 BCX0"> is, and some examples of those?</span></span><span class="EOP SCXW37352676 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p>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:</p>
<ul>
<li style="list-style-type: none;">
<ul>
<li>Evaluating their own work (self-assessment against a set of criteria)</li>
<li>Setting learning goals for improvement</li>
<li>Reflecting on their learning (experience) and revising their work based on the criteria</li>
<li>Assessing their classmates’ work (peer assessment based on the same set of criteria)</li>
<li>Providing and receiving formative feedback to improve performance and work towards their goals</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p>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).</p>
<h1>From your point of view, why is student-involved assessment considered a progressive pedagogy in teaching and learning?</h1>
<p>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.</p>
<p>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.</p>
<p>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.</p>
<p>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.</p>
<h1>How does student-involved assessment give students empowerment and agency in their learning?</h1>
<p>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.</p>
<p>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.</p>
<p>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.</p>
<p>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.</p>
<h1>Which areas of assessment do you think merit further attention and research? Why are they important?</h1>
<p>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.</p>
<p>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.</p>
<p><b>References</b></p>
<p>Wong, H. M., Rahmat, F. A., Safii, L., Tan, K., Sun, B. Q., Chng, M., &amp; Lee, J. (2023a). <i>Building Teachers’ and Students’ Capacities in Student-Involved</i><i> Assessment in Primary Classrooms. </i>Project Closure Report (ERFP), National Institute of Education. Singapore.</p>
<p>Wong, H. M. (2023b). <i>Student-involved</i><i> </i><i>assessment</i><i> </i><i>in</i><i> </i><i>primary</i><i> </i><i>classrooms:</i><i> Engaging teachers and students </i>(Research Brief Series No. 23-004). National Institute of Education (Singapore). https://hdl.handle.net/10497/25617</p>
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		<item>
		<title>Implementing Student Self-Assessment in Primary Schools</title>
		<link>https://singteach.nie.edu.sg/2023/04/17/implementing-student-self-assessment-in-primary-schools/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=implementing-student-self-assessment-in-primary-schools</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Mon, 17 Apr 2023 06:17:51 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 84 mar 2023]]></category>
		<category><![CDATA[Professional Learning Community]]></category>
		<category><![CDATA[Research in Action]]></category>
		<category><![CDATA[Self-assessment]]></category>
		<category><![CDATA[Assessment for Learning]]></category>
		<category><![CDATA[Education research in Singapore]]></category>
		<category><![CDATA[student self-assessment]]></category>
		<category><![CDATA[Student-involved assessment]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21540</guid>

					<description><![CDATA[School assessments in Singapore are often associated with high stakes tests and examinations. Beyond such assessments, however, there [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>School assessments in Singapore are often associated with high stakes tests and examinations. Beyond such assessments, however, there is an increasing need for the implementation of student involved assessment in classrooms. Research shows this learning and teaching approach can involve and benefit students more directly. Building on two past research studies, Senior Education Research Scientist <a href="https://dr.ntu.edu.sg/cris/rp/rp01511" target="_blank" rel="noopener">Dr Wong Hwei Ming</a> from the <a href="https://nie.edu.sg/research/research-offices/office-of-education-research/centre-for-research-in-pedagogy-and-practice-crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy and Practice</a> at NIE tells us more about her latest study on student-involved assessment – in particular, student self-assessment – conducted in primary schools.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ResearchinAction_WongHweiMing-300x300.jpg" alt="" class="alignright wp-image-21574" width="300" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ResearchinAction_WongHweiMing-300x300.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ResearchinAction_WongHweiMing-1024x1024.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ResearchinAction_WongHweiMing-150x150.jpg 150w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ResearchinAction_WongHweiMing-768x768.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ResearchinAction_WongHweiMing-1536x1536.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ResearchinAction_WongHweiMing-2048x2048.jpg 2048w" sizes="(max-width: 300px) 100vw, 300px" /></p>
<h1><span lang="EN-GB">Defining Student Self-Assessment</span></h1>
<p>According to Dr Wong Hwei Ming, student self-assessment occurs when learners deliberately reflect on their work, assess whether that work meets specific criteria, and then revise their learning based on these reflections.</p>
<p>“This learning approach gives students the space to self-reflect on aspects of their own learning such as knowledge, understanding and skills against a set of objective criteria and standards,” Hwei Ming says.</p>
<p>Student self-reflection can deepen their understanding of the subject matter and improve their learning outcomes. Teachers can also supplement and support the self-assessment process by providing their own feedback to the students.</p>
<p>However, research conducted on the use of student involved assessment such as student self-assessment has not been equally done across all levels; Hwei Ming points out how research in this field has been mainly located in secondary schools and higher education institutions. There is a perception, she says, that “young children’s cognitive immaturity will prevent them from self-assessing with acceptable accuracy” (Fontana &amp; Fernandes, 1994, p. 407).</p>
<p>“On the contrary, my research carried out on younger students in primary schools indicated that with training, students are capable of using student-involved assessment, in particular student self-assessment. They are able to assess their learning fairly, given the time and practice,” she clarifies.</p>
<h1><span lang="EN-GB">Building </span><span lang="EN-GB">Teacher Learning Communities</span></h1>
<p>In her latest study, Hwei Ming and her research team leveraged on teacher learning communities (TLCs) in schools to develop and refine teachers’ capacities in implementing student self-assessment.</p>
<p>“Professional development sessions on student self-assessments were introduced during monthly TLC meetings. The teachers were then engaged in the TLC learning cycles of using and revising the student self-assessments,” she explains.</p>
<p>Recordings, questionnaires, teacher and student focus group discussions were used to document and examine the implementation of student self-assessment in classrooms. Student and teacher views on the assessment itself were also collected.</p>
<h1><span lang="EN-GB">A Positive Experience for Both Teachers and Students</span></h1>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“Interestingly, some teachers also gave the feedback that the use of self-assessments has alerted them to students who are falling behind. This has allowed them to provide timely assistance to help these students.”<o:p></o:p></span></p>
<p><span class="st"><b><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"> Hwei Ming </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">shares some of the feedback received from teachers</span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<h4><span lang="EN-GB">Teacher Feedback</span></h4>
<p>Hwei Ming shares that the teachers involved in the study viewed their student-self assessment experience positively. The teachers made the observation that their students have increased their awareness of learning, confidence and motivation, as well as efforts put in their work.</p>
<p>“Interestingly, some teachers also gave the feedback that the use of self-assessments has alerted them to students who are falling behind. This has allowed them to provide timely assistance to help these students,” Hwei Ming comments.</p>
<p>She also mentions that it has been inspiring to see how teachers are motivated to seek and value students’ feedback to improve their instruction, thus making it an interactive process between students and teachers.</p>
<h4><span lang="EN-GB">Nurturing Self-Directed Learners</span></h4>
<p>Hwei Ming shares that students found the experience to be most helpful for developing their self-directed learning skills. “The post-intervention questionnaire showed that almost half of the students believe that self-assessment has helped their independent learning the most. Almost half of them also reported they find it useful to be able to self-reflect and track how they are doing in their learning.”</p>
<p>The focus group discussions with students revealed that they have made efforts to change their learning behaviours since participating in the project. For example, they now practise the habit of checking their work and making revisions before submission, making less careless mistakes due to the use of rubrics, as well as being more aware of their areas of improvement.</p>
<h1>Barriers and Future Recommendations</h1>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8220;It is also vital to conduct regular reviews of teacher professional development needs, and for school key personnel to give regular feedback to improve teachers’ formative assessment practices. The support received from school leadership is invaluable.&#8221;<o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; </span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">Hwei Ming, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the important role that TLCs play</span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p>Hwei Ming reiterates how TLCs play an important role in the implementation of student self-assessment. Having a knowledgeable mentor to guide the teachers in the design of self-assessment pedagogies is an especially critical component.</p>
<p>“It is also vital to conduct regular reviews of teacher professional development needs, and for school key personnel to give regular feedback to improve teachers’ formative assessment practices. The support received from school leadership is invaluable,” she remarks.</p>
<p>However, she acknowledges that implementing the TLCs in conjunction with the student self-assessments was not without its challenges. A weak review structure in schools, for example, can hamper efforts to better support teachers’ formative assessment practices.</p>
<p>“Annual changes to TLC teams and shifts to focus on other pedagogical practices could also be barriers to ensuring sustainability and further dialogues amongst teachers about student-involved assessment,” she adds.</p>
<p>One recommendation she would like to see implemented is providing adequate training to students in the use of self-assessments as soon as they start primary schooling. Student self-assessment is an important skill to develop for lifelong learning which is aligned with Ministry of Education’s efforts under the Learn for Life movement to nurture the whole child and develop them into lifelong learners (MOE, 2018).</p>
<p>“Giving enough opportunities for students to practise self-assessment as well as strengthening support received from school leadership will make the execution of student self-assessment more effective as well,” she concludes.</p>
<p><strong>References</strong><br />
Fontana, D., &amp; Fernandes, M. (1994). Improvements in mathematics performance as a consequence of self-assessment in Portuguese primary school pupils. <em>British Journal of Educational Psychology, 64</em>(3), 407–417.</p>
<p>Ministry of Education. (2018, September 28).<em> ‘Learn For Life’ – Preparing Our Students To Excel Beyond Exam Result</em>s. [Press release]. https://www.moe.gov. sg/news/press-releases/20180928 learn-for-life-preparing-our-students-to-excel-beyond-exam-results</p>
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