OSCQR – Standard #47

OSCQR – Standard #47

Learners have opportunities to review their performance and assess their own learning throughout the course (pre-tests, automated self-tests, reflective assignments, etc.).

Review These Explanations

Self-assessment involves the reviewing one’s own work, determining what is good, and detailing what needs improvement. It is a multi-faceted method of determining learner mastery, by asking learners to explore their own work, and determine a level of performance or mastery.

Self-assessment plays a role in learner self-efficacy, fosters learners’ abilities to construct meaning, and promotes metacognition. By asking learners to check their skill mastery levels, or reflect on their own work, they learn to examine their own reasoning and decision making process (Cukusic et al, 2014).

In online courses, self-assessments provide learners with opportunities to check in to see how they are progressing, and often offer courses for learners to explore more materials if they still need to master concepts or skills.

References:

Cukusic, M., Garaca, Z., & Jadric, M. (2014). Online self-assessment and students’ success in higher education institutions. Computers & Education, 72, 100-109.

Refresh Your Course with These Ideas

  • Have learners develop a personal goals statement for the course, and reflect on how they are meeting those goals at midterm and end of course.
  • Include a non-graded Test Your Knowledge quiz at the end of each module that learners need to score a specific grade on (80% or higher) before they can move on.
  • Provide clear guidance on what learners should provide in any reflective exercise, including writing style samples, and objectives that they should be taking into consideration.
  • Ask learners to rate their own participation in the discussion forum, considering questions related to what they contributed, as well as what they chose not to contribute.
  • Include learner blogs in the course for learners to post reflections on their learning within each module.
  • Explore ePortfolio options at your campus. If available, use the ePortfolio tools and have learners post all course work and related reflections there.

Explore More Refreshing Ideas from the Teaching Online Pedagogical Repository (TOPR) at the University of Central Florida (UCF)

This Pedagogical Practice from TOPR explores methods and approaches to incorporating self-assessments in support of learner success in online courses.

Use Self Tests to Guide and Motivate Students’ Learning
Self‐assessment can play a central role in learning, revisions and review (Andreade & Du 2007; Weimer, 2009). The self‐assessment process involves a complex process of internalization and self‐regulation, and with implications for research and practice. (Read more …)

Explore Related Resources

Boud, D., Lawson, R., and Thompson, D. “Does Student Engagement in Self-Assessment Calibrate Their Judgement Over Time?” Assessment & Evaluation in Higher Education, 2013, 38 (3), 941-956.
Hwang, W., Hsu, J., Shadiev, R. r., Chang, C., & Huang, Y. (2015). Employing self-assessment, journaling, and peer sharing to enhance learning from an online course. Journal Of Computing In Higher Education, 27(2), 114-133.
Falchikov, N., and Boud, D. “Student Self-Assessment in Higher Education: A Meta-Analysis.” Review of Educational Research, 1989, 59 (4), 395-430.
Raymond, A. a., Jacob, E. e., Jacob, D. D., & Lyons, J. j. (2016). Peer learning a pedagogical approach to enhance online learning: A qualitative exploration. Nurse Education Today, 44165-169.
Zimmerman, B. J. 1989. “Becoming a Self-Regulated Learner: An Overview.” Theory into Practice.

Share What You Know

OSCQR has been developed by a community of online practitioners interested in quality course design. There are numerous opportunities for community members to offer suggestions, donate resources, and help with future development.

Discuss this standard in the comments section at the bottom of this page.

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