Self-assessment versus self-grading – approaches to the education of self-regulated teachers

• Main Authors: Elizabete Aparecida Garcia Ribeiro, Giovana Chimentão Punhagui, Nadia Aparecida de Souza
• Format: Article
• Language: Spanish
• Published: Universidade Federal de Santa Maria 2014-06-01
• Series: Educação (UFSM)
• Subjects: Autoavaliação; Autorregulação; Formação de professores.
• Online Access: http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/reveducacao/article/view/6379

The development of teacher skills estimates actions which provides more responsibility and autonomy towards learning. One of these actions is to promote self-assessment activities, contributing to better awareness of one’s own learning and planning of interventions. This study focused on determining the potential for self-regulation of learning in self-assessment practices carried out in an undergraduate Pedagogy course. The research is qualitative, using the case study technique. Fifty-six students from the final year of the course at a public university in Paraná participated in the study. Information from questionnaires and interviews was submitted for content analysis, revealing that most participants were aware of the purposes of self-assessment, but they were found to be conducting self-grading activities, which consists on grading one’s own work in order to calculate a grade point average. The practices performed in the course do not encourage the development of self-regulatory skills.