How Am I Doing?: Developing critical self-evaluation in trainee teachers

How do we help trainee teachers make judgements about the quality of the work of their pupils? In attempting to answer this question this paper draws on the experience of a large, collaborative multidiscipline project on self- and peer-assessment and empirical work conducted on one Post Graduate Certificate in Education programme. Reference is made to the literature on improving student learning and questions raised about the extent to which we are prepared to learn from experience and challenge existing assessment paradigms. Using a case study, it is argued that self- and peer-assessment activities can help trainee teachers to understand the requirements of formal assessments by helping them develop and practise making qualitative judgements. Self- and peer-assessment integrated into programmes can improve confidence, motivation to learn and increase ownership of subject content. Recommendation for practice and a conceptual framework for reflective practice are suggested.