Klenowski, Val; (1995) An investigation of student self-evaluation as an authentic pedagogical practice : processes, possibilities and realities. Doctoral thesis , Institute of Education, University of London.

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Abstract

This thesis investigates student self-evaluation in leamer-centred contexts to acquire a deeper understanding of the processes involved. The study describes, analyses and interprets student self-evaluation processes using qualitative, case study research design. Questions of how students go about self-evaluating their experiences of learning and teaching, and how teachers attempt or succeed in integrating experiences of this type of evaluation into their teaching practice, are the focus of this study. The conditions under which these processes are promoted are explored in a secondary school in Western Australia and in a comprehensive secondary school and a Further Education College in London. The constraints that exist in the implementation of these processes are also discussed. The impetus for this research stemmed from a lack of theory on feedback and fonnative assessment in the classroom. It also delived from the perceived potential of the involvement of students in the self-evaluation process as a means to improved learning outcomes. Student self-evaluation, as an authentic pedagogical practice, shifts the evaluative focus to learning itself, and the supportive processes associated with it, rather than focusing simply on the measurement of that learning. Student self-evaluation processes are therefore considered as a fonnative process leading to self-development. It is a process of identifying the value of the teaching and learning expelience for the individual student. This study contributes knowledge about the fonnative purposes of self-evaluation procedures and their links with learning. The potential exists for student selfevaluation processes to harness student ownership and control of their own work, influence the strategies they use in learning, and impact on their confidence, selfesteem and thus the quality of the learning they achieve. Student self-evaluation also supports the development of skills cun•ently being demanded of students to succeed in the twenty first century. This research provides a rationale for sustaining current efforts to transform assessment and evaluation practices despite the antithetical context. 2

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