ABSTRACT
This chapter describes two theoretical frameworks commonly used to underpin self-assessment approaches within the classroom. It first discusses how self-assessment is situated within models of self-regulated learning. It then explores how self-assessment is integrated into models of formative assessment, particularly versions promoted via the global assessment for learning movement. In the final section, we bring together the formative assessment and self-assessment literatures to create a model showing the three main phases of learning in which self-assessment should be applied. Theseare during
appraising and planning, when students sets goals in relation to the task;
doing and monitoring, when students check up on their progress as they complete the task; and
evaluating and reflecting, when students examine their products once the task has been completed.
This model highlights the psychosocial backdrop to classroom self-assessment practices and identifies the role of external feedback within the self-assessment process