“Mark it yourself, it’s good for you!” A case study examining the impact of self-assessment on student learning and motivation in a year 12 physics class studying energy
James Moore
(PGCE Secondary Science (Physics) 2018-2019)
Email: jkmoore898@gmail.com
Abstract
Self-assessment is a complex metacognitive process with widely reported benefits for students in secondary education. This paper explores the impact of self-assessment on the learning and motivation of a year 12 physics class in a Cambridgeshire secondary school over a sequence of lessons covering the topic of energy. The use of self-assessment appeared to benefit students by providing them with timely, insightful feedback and promoting self-reflection and self-regulation, whilst also enabling differentiation and promoting mastery. Incorporating self-assessment in homework emerged as an opportunity for developing future practice and research, in particular using online platforms that enable students to guide their own learning.
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The full paper is available for download as a pdf file:079-116-moorej
Citation: Moore, J. (2020) "Mark it yourself, it’s good for you!” A case study examining the impact of self-assessment on student learning and motivation in a year 12 physics class studying energy' Journal of Trainee Teacher Educational Research, Volume 11 pp.079-116. https://doi.org/10.17863/CAM.84144