Assessment for learning through self-assessment and peer feedback

ID: 52958 Type: Brief Paper
  1. Behnam Soltani, Otago Polytechnic New Zealand, New Zealand

Tuesday, June 26 12:20-12:40 PM

Presider:
Kurt Ackermann, Hokusei Gakuen University Junior College, Japan

This paper drawing on socialization theory (Ochs & Schieffelin, 2008) and using a narrative frame methodology investigates one international student’s assessment of his own learning in a New Zealand Certificate of English Language (NZCEL) course in a New Zealand tertiary institute. Data were collected from the student three times a week for a period of 16 weeks. The student in this study produced coherent stories (Barkhuizen, 2011) by reflecting on his own learning, the challenges he faced and strategies he used to overcome those challenges, and his participation in activities and developing judgmental evaluations. The analysis of findings shows that using a narrative frame methodology is an effective assessment tool that helps students to assess and reflect on their own learning mainly for three reasons. They help students to develop an ability to: 1) learn to judge their own and their peers’ performance and develop their judgmental evaluation, 2) socialize themselves and be socialized into literacy norms of their academic context, and 3) follow up their own learning trajectories and learning to learn by reflecting on their current and possible future performance in familiar and unfamiliar work and life contexts.

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