Using Self-Assessment to Improve Student Learning Student Assessment for Educators Series

Using Self-Assessment to Improve Student Learning synthesizes research on self-assessment and translates it into actionable guidelines and principles for pre-service and in-service teachers and for school leaders, teacher educators, and researchers. Situated beyond the simple how-to frameworks currently available for teachers and graduate students, this volume illuminates self-assessment?s complexities and substantial promise to strategically move students toward self-regulated learning and internalized goals. Addressing theory, empirical evidence, and common implementation issues, the book?s developmental approach to quality self-assessment practices will help teachers, leaders, and scholars maximize their impact on student self-regulation and learning.

Preface, Acknowledgments 1. Introduction: Why Use Self-Assessment in the Classroom? 2. Self-assessment, Self-Regulated Learning, and Formative Assessment 3.Challenges When Implementing Self-Assessment 4. Unpacking Common Self-Assessment Practices 5. Implementing Self-Assessment in Classrooms and Schools

Lois Ruth Harris is Senior Lecturer within the School of Education and the Arts at Central Queensland University and Senior Research Fellow at the Learning Sciences Institute Australia at Australian Catholic University.

Gavin T. L. Brown is Professor, Associate Dean Post-Graduate, and Director of the Quantitative Data Analysis and Research Unit in the Faculty of Education and Social Work at the University of Auckland, New Zealand.