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Synchronous self-assessment: First experience for higher education instructors

# metadata.dc.description.abstract[].value
We present a qualitative study of four cases of university instructors (teacher
educators) implementing synchronous self-assessment (SSA). SSA consists
of an innovative assessment strategy during written exam situations, which
highlights the students’ voice and agency, giving it greater weight in the power
balance traditionally established between instructors and students in classroom
assessment practices. In this article, we  focus on the effects and pedagogical
potential of this assessment strategy from instructors’ point of view. In our study,
three instructors were novels in implementing this strategy; the fourth instructor
had several years of experience with it. The four instructors agreed on basic design
features for an end-of-semester exam offered in four groups of first-year students
of the same shared program at a Bachelor’s degree for Kindergarten Educator and
Primary School Teacher. The instructors were individually interviewed after the
assessment session in their course and the exams were gathered for analysis.
Content and discursive analysis was carried out on the data. Results show
substantial differences in the evaluative artefacts (instructors’ exams) in terms of
cognitive demand and formative assessment potential, and point to noticeable
needs for professional development in pursuit of assessment literacy in Higher
Education.

# metadata.dc.source[].value
Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

# metadata.dc.title[].value
Synchronous self-assessment: First experience for higher education instructors