Self‐assessment in higher education: experience in using a metacognitive approach in five case studies

This study describes the use of a metacognitive approach for self‐assessment of teacher education students. The design of the study was guided by the principles of learning‐oriented assessment and the centrality of reflection for teachers. The study comprised five case studies undertaken in five teacher education programmes. In each programme, students self‐assessed at the beginning, middle and end of learning. Subgroups of students were invited to represent their learning using concept maps and were interviewed on their progression in self‐assessment. Analysis indicated that students found the metacognitive approach supportive of their learning and self‐assessment. Students were more aware of their learning and thinking processes at the end of the study. Further, teachers involved in the project found the method demanding yet generating useful feedback which enhanced their teaching.