Assessment is an important and necessary part of teaching and learning in the tertiary education sector. Boud and Falchikov have identified two key elements in any assessment decision - 'the identification of criteria or standards to be applied to one's work, and making of judgements about the extent to which work meets these criteria' (Boud and Falchikov, 1989:529). Self-assessment can include a wide range of practices which encourage students to think critically about what they are learning, to identify appropriate standards of performance (self-developed criteria) and to apply them to their own work (Boud 1986:1). Self-grading is only a limited aspect of self assessment but provides students with the opportunity to reflect on the quality of an individual piece of their work against a set of given, rather than self-developed, criteria.
|Title of host publication||Improving University Teaching and Learning|
|Editors||Halia Silins, Roz Murray-Harvey , Janice Orrell|
|Place of Publication||Bedford Park, SA|
|Publisher||Flinders University of South Australia|
|Number of pages||8|
|Publication status||Published - 1998|
|Event||Graduate Certificate in Tertiary Education Miniconference - |
Duration: 25 Nov 1997 → …
|Conference||Graduate Certificate in Tertiary Education Miniconference|
|Period||25/11/97 → …|
- Archaeology -- Study and teaching
- Higher education
- Tertiary education
Staniforth, M. (1998). Student Self-assessment and self-grading in Archaeology. In H. Silins, R. Murray-Harvey , & J. Orrell (Eds.), Improving University Teaching and Learning (Vol. III, pp. 29-36). Flinders University of South Australia.