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Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross

Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them

One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),

STAGE 1- Involve students in defining the criteria that will be used to judge their performance.

Involving students in determining the evaluation criteria initiates a negotiation

If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.

- Give students feedback on their self-evaluations.

Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.

when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).

Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.

Our own research and that of others substantiate these four arguments.

Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).