Incorporating self-assessment tasks in higher education involves a conceptual shift of the function of assessment for both learners and teachers. Self-assessment is an innovative assessment initiative that foregrounds ontological knowledge and professional identity in higher education, especially where external professional bodies require…

Self-assessment at tertiary level is a critical pedagogical and assessment tool to support students in their transition to professional careers where on-going learning and assessment is required. Beyond the safety-net of course content, external assessment and pre-determined criteria, novice professionals need to find ways to self-assess their…

An international agenda to raise educational "standards" and increase the accountability of schools has the unintended consequence of increased uniformity around pedagogical practices, and of introducing assessment practices that influence the way students experience learning. This paper explores how the self-assessment experiences of…

Involving children and young people in educational research has been foundational in developing and understanding theories of learning, and understanding child development. Attempts to identify children's perspectives on policies and practices that directly affect them in educational settings have resulted in an increase in the involvement of…

Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means "to learn" and "to assess". This creates opportunities for teachers to find creative ways to…

There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and…

Author Dr Roseanna Bourke takes the reader on a fascinating exploration of learning: the theory, practice and young people's take on it. What do you say to a young person who tells you her brain is an eighth full? Or to the one who says he only knows he has learned something when he receives a stamp or a sticker? This book is about how learners…