The perceptions of self-assessment in basic education in craft, design and technology

Abstract

<p>This article examines the perceptions and occurrence of self-assessment of sixth and ninth grade, 12 and 16 years old students (N = 508) and the different ways that self-assessment was carried out during a holistic craft process. The study was conducted in the context of the Finnish comprehensive education Basic Education curricula of 2004 and 2014.</p><p>The goal of self-assessment is to develop students’ learning process. Self-assessment is an integral part of a holistic design and making process in craft, design and technology (CDT) education. Self-assessment can be implemented through evidence based, reinforcing, reflective and pragmatic self-assessment. Self-assessment is a part of design, planning and manufacturing a product. It can occur in every step of the process, also as the final assessment of the work.</p><p>The data was collected in town schools in comprehensive primary and secondary education in Finland in 2017. The summation-based analysis showed that there were statistically significant differences between student groups. The ninth grade students who did not study</p><p>CDT as an optional subject expressed the most negative perceptions in all areas of self-assessment. Getting used to self-assessment was clearly associated with the students' positive perceptions towards self-assessment as a part of a learning process. The data from open-ended questions were in line with the result of the analysis.</p><p>Although the data of the study was collected in a geographically limited area, it gives an idea how students see self-assessment as a part of their learning. The results suggest the importance for students to acquire self-assessment skills not only as an important stage of their learning process but also from the positive learning experience point of view. </p><p></p>