The Use of Self-Assessment in Improving Pre-Service Teachers’ Professional Development
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Dec 31, 2023
Abstract
The use of self-assessment in teacher training has been strongly suggested by researchers because these assessment tasks activate students, motivate them to participate in learning, and cause more oriented and effective learning. This study focuses on using self-assessment in teacher education for the purpose of exploring the benefits of self-assessment practices for the pre-service teachers’ learning process and their professional development. Thirty-eight pre-service teachers participated in this study. Within the context of the study, every participant was supposed to perform a teaching practice by applying teaching methods. Pre-service teachers’ assessed their own performances through a self-assessment form composed of two parts. The first part of this form includes a criteria-based scoring matrix, and the second part includes open-ended written questions. Analyses of the data showed that pre-service teachers perceive themselves as worst at ‘efficient teaching practice’ and best at ‘using body language and gesture effectively’ among the given criteria. When the data obtained from the written questions was analyzed, it was concluded that the pre-service teachers had the most difficulty following the teaching plan. According to the results, it can be argued that by using the self-assessment tasks, pre-service teachers realized their strengths and weaknesses; they recognized that they have difficulties with some competencies required for effective teaching and what they need to improve themselves.
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Keywords
Self-Assessment, Pre-service Teachers, Teacher Education, Professional Development
References
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Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment & Evaluation in Higher Education, 32(2):159-181. DOI: https://doi.org/10.1080/02602930600801928
Borja, M.B., Ompoc, A.B., Temblor, K.S. & Torello, N.C. (2019). The challenges among pre-service elementary teachers. SMCC Higher Education Research Journal, 1(1):60-68. DOI: https://doi.org/10.18868/sherjte.01.060119.05 Available at: https://ejournals.ph/article.php?id=14387
Boud, D. (2013). Enhancing Learning Through Self-Assessment. Routledge. ISBN: 978-0749413682.
Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5):529-549. DOI: https://doi.org/10.1007/BF00138746
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4):399-413. DOI: https://doi.org/10.1080/02602930600679050
Boud, D., Lawson, R., & Thompson, D.G. (2015). The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns. Higher Education Research & Development, 34(1):45-59. DOI: http://dx.doi.org/10.1080/07294360.2014.934328
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2):205-249. DOI: https://doi.org/10.1007/s10648-011-9191-6
Clipa, O., Ignat, A.A., & Rusu, P. (2011). Relations of self-assessment accuracy with motivation level and metacognition abilities in pre-service teacher training. Procedia-Social and Behavioral Sciences, 30:883-888. DOI: https://doi.org/10.1016/j.sbspro.2011.10.171
Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3):331-350. DOI: https://doi.org/10.1080/03075079912331379935
Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self assessments. Assessment & Evaluation in Higher Education, 11(2):146-166. DOI: https://doi.org/10.1080/0260293860110206
Friedman, B.A., Cox, P.L., & Maher, L.E. (2008). An expectancy theory motivation approach to peer assessment. Journal of Management Education, 32(5):580-612. DOI: http://dx.doi.org/10.1177/1052562907310641
Hanrahan, S.J., & Isaacs, G. (2001). Assessing self- and peer-assessment: The students’ views. Higher Education Research & Development, 20(1):53-70. DOI: https://doi.org/10.1080/07294360123776
Hung, Y. (2019). Bridging assessment and achievement: Repeated practice of self-assessment in college english classes in Taiwan. Assessment & Evaluation in Higher Education, 44(8):1191-1208. DOI: http://dx.doi.org/10.1080/02602938.2019.1584783
Lejk, M., & Wyvill, M. (2001). The effect of the inclusion of selfassessment with peer assessment of contributions to a group project: A quantitative study of secret and agreed assessments. Assessment & Evaluation in Higher Education, 26(6):551-561. DOI: https://doi.org/10.1080/02602930120093887
Lindblom-Ylänne, S., Pihlajamäki, H., & Kotkas, T. (2006). Self-, peer-and teacher-assessment of student essays. Active Learning in Higher Education, 7(1):51-62. DOI: https://doi.org/10.1177/1469787406061148
Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2):199-218. DOI: https://doi.org/10.1080/03075070600572090
OECD/CERI. (2008). Assessment for learning: Formative assessment. International Conference, Learning in the 21st Century: Research, Innovation and Policy. Paris: OECD. Available at: http://www.oecd.org/dataoecd/19/31/40600533.pdf
Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6(1):1-13. DOI: https://doi.org/10.1177/026553228900600103
Ross, J.A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, 11(10):1-13. DOI: https://doi.org/10.7275/9wph-vv65
Ross, J.A., & Bruce, C.D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2):146-159. DOI: https://doi.org/10.1016/j.tate.2006.04.035
Sadler, P.M., & Good, E. (2006). The impact of self-and peer-grading on student learning. Educational Assessment, 11(1):1-31. DOI: https://doi.org/10.1207/s15326977ea1101_1
Searby, M., & Ewers, T. (1997). An evaluation of the use of peer assessment in higher education: A case study in the School of Music, Kingston University. Assessment & Evaluation in Higher Education, 22(4):371-383. DOI: http://dx.doi.org/10.1080/0260293970220402
Sharma, P., & Pandher, J.S. (2018), Teachers’ professional development through teachers’ professional activities. Journal of Workplace Learning, 30(8):613-625. DOI: https://doi.org/10.1108/JWL-02-2018-0029
Sluijsmans, D., Dochy, F., & Moerkerke, G. (1998). Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1(1):293-319. DOI: https://doi.org/10.1023/A:1009932704458
Snead, L.O., & Freiberg, H.J. (2019). Rethinking student teacher feedback: Using a self-assessment resource with student teachers. Journal of Teacher Education, 70(2):155-168. DOI: https://doi.org/10.1177/0022487117734535
Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment. Hamilton, New Zealand: Teaching Development, The University of Waikato. Available at: https://tek-teach.sdu.dk/uploads/simplex/documents/Workshops/assessment_matters_self-assessment_peer_assessment.pdf
Stefani, L.A. (1992). Comparison of collaborative self, peer and tutor assessment in a biochemistry practical. Biochemical Education, 20(3):148-151. DOI: https://doi.org/10.1016/0307-4412(92)90057-S
Stefani, L.A. (1994). Peer, self and tutor assessment: Relative reliabilities. Studies in Higher Education, 19(1):69-75. DOI: https://doi.org/10.1080/03075079412331382153
Tok, Ş. (2010). The problems of teacher candidate’s about teaching skills during teaching practice. Procedia Social and Behavioral Sciences, 2(2):4142-4146. DOI: https://doi.org/10.1016/j.sbspro.2010.03.654
Topping, K. (2003). Self and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F.
Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 55-87). (Innovation and change in professional education; Vol. 1). Kluwer Academic Publishers. DOI: https://doi.org/10.1007/0-306-48125-1_4
Topping, K.J., Smith, E.F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2):149-169. DOI: https://doi.org/10.1080/713611428
Warsi, L.Q., & Khurshid, K. (2022). The role of self-assessment in english language teachers’ professional development in Pakistan. Education Research International, 2022, Article ID 9401995. DOI: https://doi.org/10.1155/2022/9401995
Welsh, K.A., & Schaffer, C. (2017). Developing the effective teaching skills of teacher candidates during early field experiences. The Educational Forum, 81(3):301-321. DOI: https://doi.org/10.1080/00131725.2017.1314574
William, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1):49-65. DOI: http://dx.doi.org/10.1080/0969594042000208994
Zimmerman, B.J., & Schunk, D.H. (Eds.). (2001). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Routledge. ISBN: 9781410601032. DOI: https://doi.org/10.4324/9781410601032
Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment & Evaluation in Higher Education, 32(2):159-181. DOI: https://doi.org/10.1080/02602930600801928
Borja, M.B., Ompoc, A.B., Temblor, K.S. & Torello, N.C. (2019). The challenges among pre-service elementary teachers. SMCC Higher Education Research Journal, 1(1):60-68. DOI: https://doi.org/10.18868/sherjte.01.060119.05 Available at: https://ejournals.ph/article.php?id=14387
Boud, D. (2013). Enhancing Learning Through Self-Assessment. Routledge. ISBN: 978-0749413682.
Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5):529-549. DOI: https://doi.org/10.1007/BF00138746
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4):399-413. DOI: https://doi.org/10.1080/02602930600679050
Boud, D., Lawson, R., & Thompson, D.G. (2015). The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns. Higher Education Research & Development, 34(1):45-59. DOI: http://dx.doi.org/10.1080/07294360.2014.934328
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2):205-249. DOI: https://doi.org/10.1007/s10648-011-9191-6
Clipa, O., Ignat, A.A., & Rusu, P. (2011). Relations of self-assessment accuracy with motivation level and metacognition abilities in pre-service teacher training. Procedia-Social and Behavioral Sciences, 30:883-888. DOI: https://doi.org/10.1016/j.sbspro.2011.10.171
Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3):331-350. DOI: https://doi.org/10.1080/03075079912331379935
Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self assessments. Assessment & Evaluation in Higher Education, 11(2):146-166. DOI: https://doi.org/10.1080/0260293860110206
Friedman, B.A., Cox, P.L., & Maher, L.E. (2008). An expectancy theory motivation approach to peer assessment. Journal of Management Education, 32(5):580-612. DOI: http://dx.doi.org/10.1177/1052562907310641
Hanrahan, S.J., & Isaacs, G. (2001). Assessing self- and peer-assessment: The students’ views. Higher Education Research & Development, 20(1):53-70. DOI: https://doi.org/10.1080/07294360123776
Hung, Y. (2019). Bridging assessment and achievement: Repeated practice of self-assessment in college english classes in Taiwan. Assessment & Evaluation in Higher Education, 44(8):1191-1208. DOI: http://dx.doi.org/10.1080/02602938.2019.1584783
Lejk, M., & Wyvill, M. (2001). The effect of the inclusion of selfassessment with peer assessment of contributions to a group project: A quantitative study of secret and agreed assessments. Assessment & Evaluation in Higher Education, 26(6):551-561. DOI: https://doi.org/10.1080/02602930120093887
Lindblom-Ylänne, S., Pihlajamäki, H., & Kotkas, T. (2006). Self-, peer-and teacher-assessment of student essays. Active Learning in Higher Education, 7(1):51-62. DOI: https://doi.org/10.1177/1469787406061148
Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2):199-218. DOI: https://doi.org/10.1080/03075070600572090
OECD/CERI. (2008). Assessment for learning: Formative assessment. International Conference, Learning in the 21st Century: Research, Innovation and Policy. Paris: OECD. Available at: http://www.oecd.org/dataoecd/19/31/40600533.pdf
Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6(1):1-13. DOI: https://doi.org/10.1177/026553228900600103
Ross, J.A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, 11(10):1-13. DOI: https://doi.org/10.7275/9wph-vv65
Ross, J.A., & Bruce, C.D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2):146-159. DOI: https://doi.org/10.1016/j.tate.2006.04.035
Sadler, P.M., & Good, E. (2006). The impact of self-and peer-grading on student learning. Educational Assessment, 11(1):1-31. DOI: https://doi.org/10.1207/s15326977ea1101_1
Searby, M., & Ewers, T. (1997). An evaluation of the use of peer assessment in higher education: A case study in the School of Music, Kingston University. Assessment & Evaluation in Higher Education, 22(4):371-383. DOI: http://dx.doi.org/10.1080/0260293970220402
Sharma, P., & Pandher, J.S. (2018), Teachers’ professional development through teachers’ professional activities. Journal of Workplace Learning, 30(8):613-625. DOI: https://doi.org/10.1108/JWL-02-2018-0029
Sluijsmans, D., Dochy, F., & Moerkerke, G. (1998). Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1(1):293-319. DOI: https://doi.org/10.1023/A:1009932704458
Snead, L.O., & Freiberg, H.J. (2019). Rethinking student teacher feedback: Using a self-assessment resource with student teachers. Journal of Teacher Education, 70(2):155-168. DOI: https://doi.org/10.1177/0022487117734535
Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment. Hamilton, New Zealand: Teaching Development, The University of Waikato. Available at: https://tek-teach.sdu.dk/uploads/simplex/documents/Workshops/assessment_matters_self-assessment_peer_assessment.pdf
Stefani, L.A. (1992). Comparison of collaborative self, peer and tutor assessment in a biochemistry practical. Biochemical Education, 20(3):148-151. DOI: https://doi.org/10.1016/0307-4412(92)90057-S
Stefani, L.A. (1994). Peer, self and tutor assessment: Relative reliabilities. Studies in Higher Education, 19(1):69-75. DOI: https://doi.org/10.1080/03075079412331382153
Tok, Ş. (2010). The problems of teacher candidate’s about teaching skills during teaching practice. Procedia Social and Behavioral Sciences, 2(2):4142-4146. DOI: https://doi.org/10.1016/j.sbspro.2010.03.654
Topping, K. (2003). Self and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F.
Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 55-87). (Innovation and change in professional education; Vol. 1). Kluwer Academic Publishers. DOI: https://doi.org/10.1007/0-306-48125-1_4
Topping, K.J., Smith, E.F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2):149-169. DOI: https://doi.org/10.1080/713611428
Warsi, L.Q., & Khurshid, K. (2022). The role of self-assessment in english language teachers’ professional development in Pakistan. Education Research International, 2022, Article ID 9401995. DOI: https://doi.org/10.1155/2022/9401995
Welsh, K.A., & Schaffer, C. (2017). Developing the effective teaching skills of teacher candidates during early field experiences. The Educational Forum, 81(3):301-321. DOI: https://doi.org/10.1080/00131725.2017.1314574
William, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1):49-65. DOI: http://dx.doi.org/10.1080/0969594042000208994
Zimmerman, B.J., & Schunk, D.H. (Eds.). (2001). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Routledge. ISBN: 9781410601032. DOI: https://doi.org/10.4324/9781410601032
How to Cite
Kilic, D., & Saglam, N. (2023). The Use of Self-Assessment in Improving Pre-Service Teachers’ Professional Development. Science Insights Education Frontiers, 19(2), 3057–3071. https://doi.org/10.15354/sief.23.or436
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