Cause for reflection on the figure of the teacher within self-assessment practices

Abstract

In recent years self-assessment (SA) received considerable attention in educational research. What is missing is to analyze the importance of the teacher’s role to help students in self-assessment practices. With the goal of bringing educational progresses for the figure of the teacher, this work wants to consider the SA as “a learning process, used by the teacher as an educational resource” (Panadero & Alonso-Tapia, 2013). Leaning on the Zimmerman and Moylan’s cyclical model (2009), on the “favorable conditions” described by Andrade and Valtcheva (2009), and on the practical ideas (2009) provided by Panadero and Alonso-Tapia (2013), the first step of this work was to understand at what point of the students’ learning process the teacher can be useful for them, and how the teacher can provide important elements into students’ self-assessment practices. Trying to answer these two questions, a “Sample-Guide” has been created, by which teacher, at every level, can use
to encourage the correct use of self-assessment within the classroom. The ultimate goal, therefore, is to support teachers to improve students’ learning, through the use of new educational practices, such as self-assessment.