Self-Assessment in Teacher Education: Impact for Educational Evaluation
DOI:
https://doi.org/10.18662/rrem/17.1/943Keywords:
self-assessment, teacher education, educational evaluationAbstract
Self-assessment has a significant place among modern assessment types. More importantly, self-assessment plays an essential role in pre-service teacher training, as it facilitates comprehensive learning and prepares future educators effectively. Thus, this paper aims to analyse the potential of self-assessment in teacher education. The study examines the extent to which two different assessment methods—self-assessment and hetero-assessment—yield similar results for students taking a test and whether these results are influenced by group size and academic performance levels. The formative outcomes of self-assessment in university are highlighted, as supported by existing literature. The study investigates the factors influencing students’ self-assessment processes, including group size, academic performance and assessment methods. The findings indicate that students’ self-assessment results are significantly better than those obtained from hetero-assessment. Thus, we argue that through self-assessment techniques, educators can foster a genuine culture of self-assessment, enabling students to develop an accurate self-image and take responsibility for their own outcomes. The study concludes that it is essential for teachers to recognise the importance of self-assessment in developing metacognitive abilities, deep learning and self-responsibility.
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