ABSTRACT
This chapter presents five student self-assessment practices in secondary schools; four of these self-assessment practices took place in Singapore and one in England, United Kingdom. There are common elements among these secondary school teachers who shared their self-assessment practices such as training their students to use self-assessment, providing opportunities for self-assessment among others which are important for students’ usage. The self-assessment practice from England also served to highlight the importance of the timing in getting students involved in self-assessment, that is, when to start students in using self-assessment. The self-assessment practices are implemented in different subjects such as English, Science, Art, and other subjects. With these contributions from secondary school teachers about their implementation experiences of self-assessment, we can learn from them as well as adopt and adapt aspects which are closest to our individual classroom context and subject area so that we can do what is best and most suitable for our students.
