1. Self-Assessment
Franco Valdés Silva
According to the material based on the text “Assessment- Macmillan by Michael
Harris and Paul MacCann”, answer:
1. What is Self-Assessment?
The self-assessment can provide us useful information about students expectations,
their problems and worries, how they feel in their own progress, and what they feel
about the course in general.
2. In your opinion, mention the most important information you can get from self-
assessment and justify your answer.
In my opinion, self-assessment is a vital part of the learning process, to learn we need
to be assessed in order to improve and fulfill the objectives.
3. What is initial self-assessment and how is it useful? Give an example.
The initial self-assessment helps to recognize student’s strong and weak areas.
For example given them a questionnaire at the beginning of the year.
4. What are the 3 techniques for self-assessment that you like the most? Why?
writing conferences
discussion (whole-class or small-group)
reflection logs
weekly self-evaluations
self-assessment checklists and inventories
teacher-student interviews
These types of self-assessment share a common theme: they ask students to review
their work to determine what they have learned and what areas of confusion still
exist. Although each method differs slightly, all should include enough time for
students to consider thoughtfully and evaluate their progress.
When students understand the criteria for good work before they begin a literacy
activity, they are more likely to meet those criteria. The key to this understanding is to
make the criteria clear. As students evaluate their work, we may want them to set up
their own criteria for good work. Help them with the clarity of their criteria as they
assess their own work.
5. When should teachers apply self-assessment tools? Why?
Mainly teachers must use Technically adequate and fair assessment methods that are
prerequisite to good use of information to support instructional decisions. Teachers
need to be well-acquainted with the kinds of information provided by a broad range
of assessment alternatives and their strengths and weaknesses. In particular, they
should be familiar with criteria for evaluating and selecting assessment methods in
light of instructional plans.

2. Teachers who meet this standard will have the conceptual and application skills that
follow. They will be able to use the concepts of assessment error and validity when
developing or selecting their approaches to classroom assessment of students. They
will understand how valid assessment data can support instructional activities such as
providing appropriate feedback to students, diagnosing group and individual learning
needs, planning for individualized educational programs, motivating students, and
evaluating instructional procedures. They will understand how invalid information can
affect instructional decisions about students. They will also be able to use and
evaluate assessment options available to them, considering among other things, the
cultural, social, economic, and language backgrounds of students. They will be aware
that different assessment approaches can be incompatible with certain instructional
goals and may impact quite differently on their teaching.