Stepanyan, Karen;
Poon, Helen;
Hasegawa, Kaede;
(2025)
What do *I*, as a student, think of my own work? Using summative self-assessment in a large technical module.
Journal of Learning Development in Higher Education
, 2025
(35)
10.47408/jldhe.vi35.1374.
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Abstract
Self-assessment is a reflective practice enabling learners to evaluate their understanding (McMillan and Hearn, 2008). When fostering metacognitive processes, it can enhance learning by improving intrinsic motivation, understanding and learning strategies (Stanton, Sebesta and Dunlosky, 2021). The benefits for using self-assessment as a summative practice remains debated (for example, Andrade, 2019; Nieminen and Tuohilampi, 2020a; León, Panadero and García-Martínez, 2023). This paper presents the results of a summative self-assessment, on an undergraduate, larger (>100 students), technical module. The developed assessment on the module required submission of a critical self-assessment report around the technical work (i.e., portfolio) completed by students. Along with self-assessment, a combination of contract and negotiated marking was included into the assessment to encourage students’ early engagement with learning. It required completing weekly tutorials, a mid-term formative assessment, and submission of portfolio for an exhibition. The summative self-assessment comprised of a reflective, critical report around student engagement with learning as well as the quality of their completed portfolio. This paper outlines the thematic analysis of the interviews and survey results of the learners. It highlights the perceived benefits and concerns voiced around a summative self-assessment. Some of the results highlight the reduction in stress levels and greater depth of critical assessment of students’ own work. The paper offers practitioners an example on integrating summative self-assessment into teaching by [a] combining elements of contract assessment and negotiated marking, and [b] providing space for students to explore individual learning paths scaffolded through feedback.
| Type: | Article |
|---|---|
| Title: | What do *I*, as a student, think of my own work? Using summative self-assessment in a large technical module |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.47408/jldhe.vi35.1374 |
| Publisher version: | https://doi.org/10.47408/jldhe.vi35.1374 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Self-assessment; contract assessment; un-grading; assessment and evaluation |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL SLASH UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities > Dept of Information Studies |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10202678 |
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