ABSTRACT
This chapter presents five student self-assessment practices in the post-compulsory sector, two in higher education in Singapore and three in further education in England. The similarity of aims and intentions provides harmonious discourses in a variety of contexts. In Singapore, the teacher/students in staff development or master’s classes are professional adults and this is also the case in England for one of the examples in a lesson observation context. Another is a vocational course in childcare, and the third English context is with a group of teenage maths students who have previously failed their exams and are required to re-sit them for their professional course: this context is very different from the previous four, and the differences are noticeable in how self-assessment and its success is viewed. Tutors provide important examples and insights to inspire readers to use student self-assessment with their own classrooms.
