ABSTRACT
Assessment cannot be trivialised or ignored as it is at the heart of educational credibility. Research since the end of the 20th century provides evidence that making student self-assessment an integral part of learning is a logical and necessary option. Exploring recent developments in student self-assessment provides a backdrop to understanding where we are at present, and also, to planning for the future. Discourses, claims, and aims of institutions far and near focus on learner and learning-centred pedagogies; these cannot exist without learner and learning-centred assessment practices, making self-assessment mandatory. This chapter evaluates various self-assessment models to reveal how they may be inclusive, provide a voice, and be empowering for learners: clarifying the choices and consequences is a prerequisite to being able to make informed choices with students of all ages (see Chapter 9).
