Student-led assessment in the primary classroom: facilitating student ownership and motivations towards assessment

Brennan, Kate (2018) Student-led assessment in the primary classroom: facilitating student ownership and motivations towards assessment. Ed.D thesis, University of Glasgow.

Abstract

By allowing students to play an active role in the assessment of their work, can their perceptions and motivations be changed? This dissertation considers the impact of working collaboratively with primary school teachers and students to develop the skills needed to integrate student-led assessment into their daily practice, with the objective of analysing how this affects the students’ motivations and attitudes towards their work. Three teachers and the researcher, the Head of Primary, concertedly trained in how to develop student-led assessment across a 13-week trial that involved Year 4 students in an English curriculum international school in Malaysia. An experimental group comprising of 28 student participants engaged in three rounds of focus groups, while the three teacher participants engaged in weekly working focus groups as well as three interviews over the trial period. The findings suggest that students benefited from their involvement in student-led assessment since, at the end of the study, they could more accurately understand and explain their progress and predict their grades, as well as explain the uses and importance of assessment as learning. The teachers observed successes, such as increased student motivation, enhanced student understanding, more advanced autonomy, and challenges, such as timing and consistency with student-led assessment across the three Year 4 classes. The research leads to suggestions with regards to implications for practice of teachers, schools and policy makers, as well as directions for future research.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Keywords: Assessment, motivation, student-led assessment, student engagement.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education > LB1501 Primary Education; L Education > LB Theory and practice of education > LB2361 Curriculum
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Davis, Professor Robert
• Date of Award: 2018
• Depositing User: Dr Kate Brennan
• Unique ID: glathesis:2018-30986
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 07 Nov 2018 16:00
• Last Modified: 11 Dec 2023 10:59
• Thesis DOI: 10.5525/gla.thesis.30986
• URI: https://theses.gla.ac.uk/id/eprint/30986