By allowing students to play an active role in the assessment of their work, can their perceptions and motivations be changed? This dissertation considers the impact of working collaboratively with primary school teachers and students to develop the skills needed to integrate student-led assessment into their daily practice, with the objective of analysing how this affects the students’ motivations and attitudes towards their work. Three teachers and the researcher, the Head of Primary, concertedly trained in how to develop student-led assessment across a 13-week trial that involved Year 4 students in an English curriculum international school in Malaysia. An experimental group comprising of 28 student participants engaged in three rounds of focus groups, while the three teacher participants engaged in weekly working focus groups as well as three interviews over the trial period. The findings suggest that students benefited from their involvement in student-led assessment since, at the end of the study, they could more accurately understand and explain their progress and predict their grades, as well as explain the uses and importance of assessment as learning. The teachers observed successes, such as increased student motivation, enhanced student understanding, more advanced autonomy, and challenges, such as timing and consistency with student-led assessment across the three Year 4 classes. The research leads to suggestions with regards to implications for practice of teachers, schools and policy makers, as well as directions for future research.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:761916 |
| Date | January 2018 |
| Creators | Brennan, Kate |
| Publisher | University of Glasgow |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://theses.gla.ac.uk/30986/ |
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