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What is Self-Mark

Chapter 10
Formative and Shared Assessment to Promote Global University Learning
Process performed by oneself on the grade one believes is deserved at the end of the course, taking into account the agreed grading criteria.
Published in Chapter:
The Importance of Formative and Shared Assessment Systems in Pre-Service Teacher Education: Skills Acquisition, Academic Performance, and Advantages and Disadvantages
Miriam Molina Soria (Universidad de Valladolid, Spain), Víctor Manuel López-Pastor (University of Valladolid, Spain), David Hortigüela-Alcalá (University of Burgos, Spain), Teresa Fuentes Nieto (University of Valladolid, Spain), Cristia Pascual-Arias (University of Valladolid, Spain), and Carla Fernández-Garcimartín (University of Valladolid, Spain)
Copyright: © 2023 |Pages: 23
DOI: 10.4018/978-1-6684-3537-3.ch010
Abstract
The main objective of the study was to analyse the results of the implementation of formative and shared assessment (F&SA) systems in pre-service teacher education (PTE) classrooms with respect to the acquisition of student competencies, their academic performance and the advantages and disadvantages of the system. It is an “ex post facto” study with a sample of 333 students of a PTE subject in a Spanish public university. The data collection instruments were: (1) a structured report of best practices in higher education (HE); and (2) an anonymous questionnaire for the assessment of the best practice experience carried out and the assessment system used. The results show that F&SA had a positive influence on the acquisition of professional competencies and on the academic performance of students and that these systems present more advantages than disadvantages.
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