Dtlls Essay on Assessment

In her blog Willis (2014) notes that simplistic learning, specifically memorization, “… will not be adequate as meaningful learning becomes more about applying, communicating and supporting what one knows”. It is with this type of comment in mind that modern teaching practice advocates the need for meaningful and varied methods of assessment of learners, calling for assessors to use various assessment tools to, hopefully, not only more effectively assess if the learners are able to apply their knowledge but also to extend their learning skills as well as their learning.

On his website Petty (n.d.) cites Carl Rogers who places “self-assessment at the start and heart of the learning process”. In the same article Petty also links Kolb’s (businessballs, n.d.) learning from experience cycle to self-assessment and in his paper Nulty (n.d.) notes that

Race, Brown and Smith (2005) [advocate] that peer and self-assessment is used in a deliberate systematic way to engender the development of skills which are consistent with lifelong learning.
Each of these respected authors can be seen to be supporting the use of self-assessment in modern teaching practice.

According to Boud (1995), all assessment requires knowledge of the standards of achievement expected and judgment regarding the quality of the achievement in relation to the standards. For students to conduct successful, effective and useful self-assessment they need to be informed of the standards and have the techniques needed to judge if their work meets those standards.

Having had the standards explicitly explained, effective self-assessment will introduce an element of progress checking by the learner. This can induce reflection by the learner on their learning progress and achievements at assessment and Spiller (2012) notes that self-assessment helps higher-education-learners take greater responsibility for their own learning while fostering independent learning too. The ability to self-assess will...