Self-assessment is increasingly used in higher education as a strategy for both student learning and assessment. This book examines the full range of concerns about self-assessment, placing it in the wider context of innovative teaching and learning practices.

chapter 1|10 pages


ByDavid Boud

part I|52 pages

Self Assessment, Learning and Assessment

chapter 2|13 pages

What is Learner Self Assessment?

ByDavid Boud

chapter 3|12 pages

How does Self Assessment Relate to Ideas about Learning?

ByDavid Boud

chapter 4|12 pages

How does Self Assessment Relate to Ideas about Assessment?

ByDavid Boud

chapter 5|15 pages

What is the Scope of Self Assessment?

ByAngela Brew

part II|92 pages

Examples of Practice

chapter 6|16 pages

Self and Peer Marking in a Large Technical Subject

ByDavid Boud, Harvey Holmes

chapter 7|14 pages

Self Assessment using Provided Criteria in Engineering Design

ByDavid Boud, Alex Churches, Elinor Smith

chapter 8|9 pages

Involving Self and Peers in the Assessment of Class Participation

ByDavid Boud, Alan Tyree

chapter 9|16 pages

Using Self Assessment Schedules in Negotiated Learning

ByDavid Boud

chapter 10|11 pages

Using Self Appraisal with Peer Feedback in Professional Development

ByDavid Boud, James Kilty

chapter 11|26 pages

Self Assessment in Different Domains

ByAngela Brew

part III|21 pages

Self Assessment and Marking

chapter 12|12 pages

What does Research Tell us about Self Assessment?

ByDavid Boud, Nancy Falchikov

chapter 13|9 pages

The Role of Self Assessment in Student Grading

ByDavid Boud

part IV|30 pages

Design, Implementation and Evaluation

chapter 14|12 pages

How can Self Assessment be Implemented?

ByDavid Boud

chapter 15|11 pages

How can Self Assessment Strategies be Designed?

ByDavid Boud

chapter 16|7 pages

How can Peers be Used in Self Assessment?

ByDavid Boud

part V|16 pages


chapter 17|16 pages

What Issues in Self Assessment are Still to be Explored?

ByDavid Boud