Student Self-Assessment

Stiggins (2014) stressed that we must create a culture of confidence for our students.  To create this culture, educators must involve students in the assessment process. Students should be taught how to use assessments to set goals, assess their current progress, and develop a plan of action.  

Students are invited to become partners in the assessment process to monitor their own progress (Stiggins & Chappuis, 2005).  With guidance from their teachers, students define the criteria they will be evaluated on. This inclusion allows them to evaluate strengths and weaknesses in their own work.  Grading and evaluation are transparent between student and teacher, which builds trust and confidence in their partnership (Stiggins & Chappuis, 2005).

Through record keeping, students monitor their own performance over time through self-assessments.  These self-assessments function as a mirror that reflects their growth and builds their self-confidence as a learner (Stiggins & Chappuis, 2005).

Students also communicate their growth through student-led parent-teacher conferences.  By communicating and reflecting on their growth in these conferences, students are responsible for their learning and success (Stiggins & Chappuis, 2005).

Learners can see, understand, and appreciate their academic achievement by developing, monitoring, and communicating their own progress and development as a student.



Stiggins, R. (2014, March 4). A new vision of excellence in assessment [Video file]. YouTube. https://www.youtube.com/watch?v=XHX2jnKNiyw

Stiggins, R. & Chappuis, J. (2005) Using student-involved classroom assessment to close achievement gaps, Theory Into Practice, 44(1), 11-18. https://doi.org/10.1187/cbe.cbe-14-03-0054


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