Self-Assessment

Abstract

This chapter focuses on self-assessment as a decisive assessment for students' learning and offers the results of a study done with 72 university students. The authors investigated preservice teachers' views on self-assessment, the instruments used, and the implications for their students' learning. The results showed that while preservice teachers appear to understand what self-assessment is theoretically, in practice it is a non-systematic assessment with a planned day and criteria that is invariably quantitative. It appears that it is done because it is legally required and not because teachers believe students need to critically reflect on their learning.