University of Hradec Králové, Faculty of Education (CZECH REPUBLIC)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 56-63
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.0017
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
School assessment takes different forms and concerns different relationships in the school system. Teachers evaluate pupils and their work with a mark, a word, but also with a smile or gesture. On the other hand, pupils are also assessed as part of the educational process. They evaluate themselves, their classmates and their teachers. Given that the aim of the school is to educate self-sufficient, independent personalities, the involvement of self-assessment is one of the ways to achieve this goal. Self-assessment is important for pupil development, it's one of the strategies for developing self-reflection skills, it draws learners further into the learning process, helping them to build an active and meaningful relationship to the content of education. The essence of self-assessment is that pupils are responsible for their learning and are actively involved in the learning and assessment process. The basis for developing self-assessment is self-knowledge, with teacher and classmates also playing an important role. The aim of this paper is to show how teachers use self-assessment in their teaching activities on the basis of a quantitative survey, and how they prepare their pupils to be able to use self- assessment actively and functionally. Results show that all respondents are interested in using self-assessment in their practice, which can be seen as a positive signal, since respondents are aware that school is an educational institution as well as a development institution. The main benefit is that pupils learn to evaluate their performance. Furthermore, pupils learn to work with mistakes. This is seen by respondents as an important element with regard to progress in education, where they believe that if pupils are able to learn from mistakes, they will also be able to follow better and learn more. The greatest obstacle for teachers is that not everyone is capable of self-assessment, either in view of the fact that in many cases pupils do not have the competence to evaluate their performance correctly, but also because not everyone is interested and have the inner courage to undergo self-assessment.
Assessment, school assessment, self-assessment, primary education.