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The Use of Self-Assessment to Foster Students'Learning in Teacher Education: An Experience inTeaching PracticeRebecca H. P. Cheung aa Hong Kong Institute of EducationPublished online: 02 Jan 2012.
To cite this article: Rebecca H. P. Cheung (2009) The Use of Self-Assessment to Foster Students' Learningin Teacher Education: An Experience in Teaching Practice, Action in Teacher Education, 31:1, 49-57, DOI:10.1080/01626620.2009.10463510
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The Use of SelfHAssessment to Foster Students’ Learning in Teacher Education: An Experience in Teaching Practice Rebecca H. P. Cheung Hong Kong Institute of Education
ABSTRACT: This article describes an investigation into the use of self-assessment to facilitate students’ learning in teacher education. The study aimed to explore whether there were any changes in students’ teaching and learning practice after using self-assessment. Participants comprised 47 students who were enrolled in an in-service teacher education program and who engaged in a self-assessment process by setting goals, recording evidence, and evaluating their teaching performance. Questionnaire and focus group interviews were employed to ex- amine the usefulness of the self-assessment and the possible changes in students’ learning. Analysis of the results indicates that students found that self-assessment enhanced their learn- ing during teaching practice, especially in the area of reflective thinking. The self-assessment process helped students to assess the quality of their teaching, and it provided information on which to reflect and plan their next lessons. Students also reported evidence of positive changes in terms of their planning, teaching, and reflection.
Teaching practice is a core activity in the Hong Kong Institute of Education; it provides a genuine classroom setting for students to practice teaching, as well as learning from their experiences. Students are expected to examine, challenge, and improve their prac- tice. In the past, the assessment of students’ teaching was summative, and it was conducted by supervisors. At the end of the practice pe- riod, an institute supervisor judged students by reference to a set of criteria and assigned a grade.
However, in recent years, the Hong Kong Institute of Education has conducted a teach- ing development project called the Learning- Oriented Assessment Project, which aims to shift thinking about assessment practices away from the supervisors’ assessment of students
to methods that help students evaluate their own performance and take steps to improve it (Biggs, 2003; b u d , 2000; Carless, Joughin, Liu, & Associates, 2006). Because the assess- ment of teaching practice does not encourage students to take an active role in assessing their teaching practice and their learning about teaching, the Leaming-Oriented As- sessment Project sets out to explore forms of assessment that encourage students to take more responsibility for their learning (Hop- kins, 1995).
The aim of the project was to find an as- sessment of teaching practice that not only gives a grade for teaching competence but promotes students’ learning and improves their teaching. Researchers such as Ross and Bruce (2007), Reynolds and Trehan (2000), and
Address correspondence to Dr. Rebecca H. P. Cheung, 10 Lo Ping Road, Tai Po, Hong Kong. E-mail: rcheungaied .edu.hk.
Action in Teacher Education Vol. 31, No. 1 49
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50 REBECCA H. P. CHEUNG
b u d ( 1995) have developed self-assessment as a form of formative assessment and achieved some success in helping students reflect on their learning and take responsibility for im- proving their performance. This study reports the attempt by the Learning-Oriented Assess- ment Project at the Hong Kong Institute of Education to develop a self-assessment tool in teaching practice that fosters the active and independent learning of students.
Theoretical Framework
Self-assessment is a well-documented tool for learning to learn and for encouraging indepen- dent learning (e.g., Reynolds & Trehan, 2000; Ross & Bruce, 2007). Boud (1995) stresses the importance of self-assessment for lifelong learn- ing and identifies two essential components of self-assessment-first, standards and criteria for judging the quality of the work and, second, judgment on the extent to which the standards and criteria have been reached. He pointed out that when a self-assessment model is de- veloped, it is important to set up the standards and criteria for judging quality work. Bailey (1981) claims that self-assessment is an essen- tial component for the professional preparation of teachers and suggests that self-assessment is a process of self-examination in which a series of sequential feedback strategies can be used for the purpose of self-improvement. Black and William (1998) also see self-assessment as being essential to learning and claim that teachers could assess themselves when they had a clear picture of their objectives. The re- searchers said that if teachers engaged with the process of gathering and interpreting evidence of their students’ learning, they themselves would become more committed and effective as learners.
Boud (1995) provides a starting point for this study, conceptualizing self-assessment as a process in which students analyze their own work and make judgments about what they know and do not know and what they can and cannot do. In this conceptual model, students’ competence in planning, teaching, and evaluation are based on a set of criteria for
determining grades of distinction, credit, and passlfail. Students engage in a cyclical process involving four steps to connect planning, teaching, and reflection in teaching practice. Figure 1 presents a conceptual model of this study and illustrates the different aspects of the self-assessment process (see appendix for self-assessment record sheet).
Step 1. Goal setting, the first step of the self-assessment process, involved students’ set- ting goals in relation to the assessed items and the criteria of teaching practice, including planning, teaching performance, and evalu- ation. This step helped students to make ex- plicit what they wanted to achieve in their teaching (Black & William, 1998), as well as to identify criteria for judging the quality of the targets. According to Boud (1995), in the process of identifying standards and criteria, the learner develops a deeper understanding of the demands of the learning task and so clarifies the learning goals. These goals also helped students to plan lessons and shape strategies and tactics.
Step 2. Students focused on the goals that they set in the first step and recorded evidence of what they achieved with reference to the criteria. The process of collecting evidence of good practice enabled students to identify key elements of their teaching as relevant to the criteria. Hiebert, Morris, Berk, and Jansen (2007) claim that knowing how to collect relevant evidence helps students know what counts as effective teaching.
Step 3. Self-assessment was the third step. Students judged the quality of their teaching in terms of what went well and what did not go well; then they graded themselves against the criteria. This helped the students under- stand the gap between what they aimed to achieve and what they actually achieved, and it helped them develop the capacity to iden- tify their own strengths and weaknesses.
Step 4 . Whereas the first three steps pro- vided information for improvement, the fourth step invited students to make suggestions for improvement. The idea was to help students take responsibility for improving the quality of their teaching. This aspect enabled students to think about what could be done next time
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The Use of Self-Assessment 5 1
Figure 1. The conceptual model of the self-assessment process.
to improve their teaching goals. b u d (1995) says that this process helps students make evidence-based decisions and that it facilitates learning by locating the decision making in their hands.
The self-assessment record sheet used in this study served two functions: First, it guided students in judging the effectiveness of their teaching by helping them gather and interpret evidence according to the assessment criteria. Second, it helped students understand the gap between desired outcomes and actual outcomes, and it helped them look forward to working out what needed to be done for improvement.
This study examined the effectiveness of self-assessment during teaching practice and determined whether the students, after engag- ing in the self-assessment process, exhibited changes in their learning and teaching.
Two research questions guided the study: First, how does self-assessment aid teaching practice? Second, how does the self-assessment process bring about changes in students' teach- ing and learning practices?
Method
Participants
The participants of the study were 47 female in-service student teachers enrolled in the 2-year certificate of education program at the Hong Kong institute of Education. Teach- ing practice is a required component of the program, and all students need to complete an 8-week block of practice each year. Partici- pants were drawn from two groups within the program, on a voluntary basis. The first group
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52 REBECCA H. P. CHEUNG
comprised 27 final-year students who had completed the 1st-year teaching practice. The second group had 20 1st-year students who had no prior experiences of teaching practice. All participants had taught for more than 5 years before their admission to the program.
Measures
Survey. I developed a nine-item questionnaire with a combination of closed- and open-ended questions to collect information on participants’ perceptions of the usefulness of the self- assessment at the end of the block teaching practice. The items dealt with the following:
One item: students’ general perception of the self-assessment experience (“How useful did you find self-assessment in the block teaching practice?”)
Three items: the extent to which self- assessment helped students plan, teach, and reflect (e.g., “How did self-assessment help you in lesson planning?”)
Three items: the impact of using self- assessment during teaching practice (e.g., “To what extent has your teach- ing been changed after participating in self-assessment ?“)
One item: students’ feelings about us- ing self-assessment during teaching practice (i.e., selection from eight adjectives, such as mningful, insight-
ful, diffiult to understand, not practical,
One item: students’ suggestions for im- difiult to handle)
provement
Interviews. Two semistructured focus group interviews of 50-60 minutes were conducted a week after the last day of the block teaching practice. Twelve participants, evenly distrib- uted from the 1st and final years, were sampled from the total group. I developed an interview protocol that focused on the two research questions (see Table 1).
Procedures
At the beginning of the study, participants were informed about the objectives of and procedures for self-assessment. A demonstra- tion of goal setting and evidence record- ing (based on the criteria printed on the handbook) was then given, and the par- ticipants practiced goal setting using the self- assessment record sheet, which was used at three stages during the block teaching prac- tice (see Table 2): to set the teaching goals before a lesson, to record evidence during the lesson, and to have students evaluate their performance and identify areas for improve- ment after the lessons. During the supervised field visits, participants were asked to high- light (for discussion) selected episodes from the strengths and weaknesses recorded on their self-assessment sheets.
Table 1. Interview Protocol
Research Questions
How does self-assessment aid
Questions for the Interview
1. How did you select the goals to achieve in the self-assessment? 2. How did you find the evidence? 3. How did you identify the areas for improvement? 4. What use did you see for the self-assessment process in teaching
5. Which parts of self-assessment did you find most useful? 6. How did you evaluate your teaching practice in the past year and
7. Please state the changes of your teaching after the use of self-
8. What did you learn from self-assessment? 9. What difficulties do you face when using self-assessment in
in teaching practice?
practice?
How does the self-assessment process bring about changes in students’ teaching and learning practices?
how do you evaluate your teaching now?
assessment?
teaching practice?
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The Use of Self-Assessment 53
Table 2. Sample Record Sheet for Self-Assessment: Lesson 1
Goals setting (learning environment)
Evidence recording
Self-assessment
Further action for improvement
"Setting different learning areas to provide varied materials to stimulate
"Materials in different areas catered to children's different interests of
"My teaching performance is good as the children appeared to be
"More flexibility in the schedule and let children have more time for
learning"
learning"
motivated and actively involved in their activities"
trying different activities"
Data Analysis
In this study, three aspects of teaching were investigated as assessed in teaching practice: lesson planning, teaching skills, and reflec- tion. Questionnaire data were examined at the single-item level in relation to the percep- tion of the usefulness of self-assessment during teaching practice. The interviews were audio- recorded and transcribed. The transcripts were analyzed using the constant comparison method (Bogdan 61 Biklen, 1992), in which transcrip- tions were carefully read and d e d on the basis of target qualities. Instances and excerpts were then grouped and compared to reveal changes in students' learning and teaching practices.
The findings are organized into two sections: the usefulness of self-assessment in teaching practice and the changes in students' teaching and learning practices.
Usefulness of Self-Assessment in Teaching Practice
Responses to the questionnaire showed that students' overall perception of the usefulness of self-assessment was positive. Seventy-nine percent of the participants perceived self- assessment as very useful or useful, and the mean score of 2.98 on the +point scale revealed a generally favorable response. Whereas 100% of the Anal-year participants reported self- assessment as uery useful or useful, only 64% of 1st-year participants responded positively. An independent-sample t test was employed to determine the differences between the two groups. Analysis indicated a statistically signif-
icant difference ( t = 3.927, p < .01) between 1st-year students (M = 2.71, SD = 0.60) and final-year students (M = 3.37, SD = 0.50), with the final-year participants having more favorable responses.
If the students' perceptions of the useful- ness of self-assessment are considered in rela- tion to the three qualities identified as being important in teaching practice, then the mean scores for all areas are shown to be above 2 . 5 4 positive response toward each quality. Reflec- tion received the highest mean score, followed by teaching skills and then lesson planning. The final-year participants, again, consistently rated all qualities higher than the 1st-year par- ticipants did. Significant differences (p < .05) were revealed between the two groups, with mean scores decreasing significantly for 1st-year participants (see Table 3).
Changes in Students' Teaching and Learning Practice
Lesson planning. Participants in both focus groups expressed the opinion that the self-assessment
Table 3. One-way Analysis of Variance of the Three Qualies
Quality source ss df F
Lesson Between 1.584 1 6.447' planning groups
groups
skills groups
groups
groups
groups
Within 0.246 45
Teaching Between 1.883 1 8.669**
Within 0.217 45
Reflection Between 1.414 1 4.361*
Within 14.586 45
*p < .05. **p c .01.
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54 REBECCA H. P. CHEUNG
process enabled them to be more systematic in planning their lessons. Goal setting helped them to identify specific areas to work on, and it directed their planning for the children. After using self-assessment in teaching practice, the participants were clearer about underlying teaching principles, and they better understood the children’s needs and interests. The follow- ing quotations illustrate the points they made:
Before using self-assessment, I focused on what I wanted to teach and I didn’t know where the children’s interests and needs were in the previous lesson. After I’d set my goals, I could refer to them when 1 evaluated, [and] I could check if I had achieved my goal. If I hadn’t, I would con- sider children’s needs and interests and revise the plan the next day accordingly. (Chan, final-year participant)
It helped me to focus. When I wrote down the goal, I dealt with one first if I had found more than one problem in the pre- vious lesson plan. After I’d achieved that, I would set another one. (Fung, 1st-year participant)
Teaching skill. Both 1st- and final-year par- ticipants commented that the self-assessment process helped them to shift their focus from what the teacher does to how the children respond. They pointed out that they are often more conscious of their own performance, in terms of a smooth implementation of ac- tivities, than they are about the children’s learning. Collecting evidence during the les- son helped them to look for children’s perfor- mance and identify what counts as evidence in relation to the goals. They described the differences as follows:
Before using self-assessment, if I saw the children following my instruction to do the activity, I thought I had achieved the objectives. I am now clearer about good teaching. By referring to the goals I set, I knew specifically which aspect I should scaffold for children. (Cheung, final-year participant)
Before using self-assessment, I usually fo- cused on my teaching only. After using
self-assessment, I felt that I had improved in responding to children in class. I’ve got more ways to talk to them. (Lam, 1st-year participant)
Reflection. During interviews, students kept repeating that they thought more when they were required to set goals, search for evidence, and judge their own performance. This thinking also enabled them to have a clearer understanding of the standards and criteria against which their teaching performance was judged. By engaging in self-assessment, students could see the problems in their teaching and make decisions to improve it. Some students reported that before adopting self- assessment, their day-to-day evaluation was mostly a description of teaching episodes rather than attempts to think critically about them. The self-assessment process enabled them to see the link between different as- pects and thus develop their skills in critical thinking. Participants appreciated that self- assessment motivated them to rethink their daily evaluation. They said,
Before using self-assessment, I did evalu- ation every day and just described what children could do and couldn’t do. Af- ter using self-assessment, I would think about what 1 did well or didn’t do well according to my goals. (hung, final-year participant)
Before using self-assessment, the daily evaluation was just a record of what I did that day. I didn’t see the need to follow up. I didn’t change my planning for the next lesson according to the evaluation. This is what we mean by feeling very vague about what to plan. The self-assessment stimulated me to think and evaluate sys- tematically. Now, I will refer to the goals and evidence when I reflect. 1 will think more when I plan because I need to meet my goals. I will try my ideas for improve- ment in the next lesson to see if it really works. (Cheung, final-year participant)
Through the self-assessment process, I developed my analytic skills. I felt more confident if I could gather evidence for my improvement. This means I can do
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The Use of Self-Assessment 55
better and I’ve got a clearer idea of what to do next and how to do it. (Ng, 1st-year participant)
Discussion
Self-assessment is an assessment and a leam- ing tool. Through the use of self-assessment, students learn from their teaching, advance their understanding of the criteria for good teaching, and strengthen their reflection. The students in this study reported that the self- assessment process enabled them to learn dur- ing teaching practice. Hence, self-assessment is not just a method of self-grading but also a process of learning (Paris 6r Paris, 2001). Evidence gathered from the study is testimony that the use of self-assessment during teach- ing practice has many positive features as a tool for learning. I t provides a targeted and systematic form for students to document their teaching, to extract meaning from their work, and to aid them in understanding the effec- tiveness of their teaching. Many researchers, such as Hiebert and colleagues (2007), believe that teacher education programs should, in a word, teach students how to teach by studying teaching. In this study, students learned from each phase of the self-assessment process. In goal setting, students used criteria to establish objectives for teaching. Pedagogical knowl- edge emerged through selecting goals and appropriate instructional practices. Record- ing evidence required students to claim their achievement by collecting evidence, thus de- veloping their ability to know what and how to observe. Self-assessment prompted students to think of their strengths and weaknesses, and it lead them to make evidence-based improvement. It promoted reflective thinking and self-improvement, with feedback from the evidence. Loughran (2002) indicates that learning emerges through helping students to better understand what they know and do, because they develop their knowledge through reconsidering what they leam in practice.
The final-year students constantly placed a higher value on having self-assessment than the 1st-year students did. This finding may
be related to the students’ prior experience. Because the final-year students had teaching practice experience, they might have been able to see the difference in their learning, with and without self-assessment, and so ex- press what worked for them. They were also more aware of the benchmark for teaching qualities and the effectiveness of their teach- ing strategies.
The many comments about reflection in this study suggest that the students perceived the self-assessment process as a useful reflec- tive tool. The Hong Kong Institute of Educa- tion sees the promotion of students’ reflective skills as an important component of every teacher education program. However, students generally perceive the supervisor as judging the quality of one’s teaching. Even though stu- dents are required to write reflective reports, they sometimes repeat the supervisor’s com- ments and agree with most of the feedback they receive. If we want to foster students’ re- flective skills, we must raise their awareness of themselves as learners and thinkers-that is, encourage them to become aware of their own thinking and learning processes. The findings of this study reveal that with the aid of self- assessment, students felt motivated to assume increased personal responsibility for working with criteria, identifying good practices, and making changes to teaching. Students appre- ciated being guided to develop reflective skills. Researchers such as Boud, Keogh, and Walker (1985) and Reiman (1999) claim that reflec- tive skills do not come naturally and often need guidance and support.
The data in this study show that self- assessment is an effective tool for facilitating students’ learning. The experience of self- assessment enabled students to recognize the learning that had taken place and how their teaching and learning practices had changed. Students said that their focus shifted from a narrow concern with grades to a more holistic view, involving how to plan, teach, and evalu- ate. Their confidence was built as they gained control of their own learning.
However, the students saw the main chal- lenge of self-assessment as the extra, time- consuming workload. They also indicated a
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56 REBECCA H. P. CHEUNG
Domains
reservation about their accuracy in quoting the evidence, given that they had no prior experience of setting goals and noting evidence and were not sure what evidence should be noted under different goals.
Goals Evidence Further Action Setting Recording Self-Evalua tion for lmprovement
Conclusion
This study investigated the extent to which self-assessment facilitates students’ learning during teaching practice. It examined how self-assessment helped students reflect on their teaching practice, and it yielded posi- tive answers to the research questions. Given
Appendix: The Self-Assessment Sheet
that the Hong Kong Institute of Education continues to espouse assessment innovation, developing self-assessment in teaching prac- tice provides the idea and practice to meet the challenge, and it brings a valuable focus for future research.
Although this study examined only one program and gathered information from only a small number of participants, it provides strong support for the self-assessment approach to teaching practice at the Hong Kong Institute of Education. However, making broader gen- eralizations about the value of self-assessment for teaching practice will depend on further studies in other contexts. I
Department of Early Childhood Education Certificate of Education Programme (Two-Year Part-Time)
Self-Assessment in Teaching Practice
Name: Student No.:
School: Class:
As a self-directed learner, please complete the following tasks:
1. Set your goals (refer to the assessed items) before your teaching; 2. Record evidence of what you had achieved with reference to the goals during your teaching; 3. Evaluate your own performance and identify areas for improvement.
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b u d , D. (1995). Enhancing learning through self- assessment. London: Kogan Page.
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Rebecca H. P. Cheung is an assistant pro- fessor at Hong Kong Institute of Education. Her current research interests include educa- tional assessment, teacher development, and teaching and learning in early-childhood education.
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