Student perceptions of a self-assessment environment

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dc.contributor.advisor Pienaar, Sarah Johanna
dc.contributor.postgraduate Hill, Tanya
dc.date.accessioned 2014-08-26T09:36:56Z
dc.date.available 2014-08-26T09:36:56Z
dc.date.created 2014-04-01
dc.date.issued 2013 en_US
dc.description Dissertation (MCom)--University of Pretoria, 2013. en_US
dc.description.abstract Formal assessment in education focuses on summative assessment in the form of grade allocation. This has limitations on the learning process for students. Formative assessment should also be incorporated into learning as an integral part as it offers many benefits. Reflective learning in the form of self-assessment is central to the process of formative assessment. Students, however, tend not to engage in the process of self-assessment. This skill can be developed by educators in an educational setting, but educators tend not to create an environment in which students can self-assess. The study explored students’ perceptions of the self-assessment process once they had been exposed to it over a period of time in a facilitated environment. This encouraged them to engage in the process and develop the skill of self-assessment. The research method was exploratory in nature and was conducted by means of a design experiment in which students were encouraged to self-assess on three occasions during the 2012 academic year. Data was then collected from the students by means of a structured survey. The results of this study indicated that students tended not to self-assess if not encouraged to do so. However, once given the opportunity to do so in an environment which supported it, students were positive about the process of self-assessment. They believed that it would improve their overall academic performance and indicated that they would continue to apply self-assessment to their studies in future. This study concluded that students were positive about self-assessment and that they applied it accurately and in a meaningful manner to their studies in an environment which supported it. en_US
dc.description.availability unrestricted en_US
dc.description.department Taxation en_US
dc.description.librarian lmchunu2014 en_US
dc.identifier.citation Hill, T 2014, Student perceptions of a self-assessment environment, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/41603> en_US
dc.identifier.other F14/4/464/lm en_US
dc.identifier.uri http://hdl.handle.net/2263/41603
dc.language.iso en en_US
dc.publisher University of Pretoria en_ZA
dc.rights © 2014 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en_US
dc.subject Self-assessment en_US
dc.subject Lifelong learning en_US
dc.subject Reflective learning en_US
dc.subject Formative assessment en_US
dc.subject Tax education en_US
dc.subject Commerce students en_US
dc.subject UCTD
dc.title Student perceptions of a self-assessment environment en_US
dc.type Mini Dissertation en_US


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