Supporting quality of learning by letting students give their own grades: An innovative self-assessment model in university mathematics

Jokke Ilja Antero Häsä, Johanna Rämö, Juuso Henrik Nieminen

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

We describe a digital self-assessment model (DISA) designed to offer a meaningful alternative to the traditional end exam in university mathematics courses. Students assess their own competencies throughout the course with the help of a detailed rubric, and at the end of the course, they give themselves their own final grades. Feedback for self-assessments is offered by an automatic digital system. DISA brings self-assessment skills to the forefront as a learning goal. In line with the definition of assessment-as-learning, the assessment method generates learning opportunities through students' engagement in seeking evidence for their self-assessment. We present the DISA model in the context of the Finnish educational system, in which teachers have a lot of autonomy and most assessment is not high-stakes. We describe its implementation and report on research findings published in earlier studies. Based on these results, it can be said that the model has a positive effect on students' approaches to learning, their perceptions of their own capabilities, and the way they view learning and assessment.
Original languageEnglish
Title of host publicationAssessment as Learning : Maximising Opportunities for Student Learning and Achievement
EditorsZi Yan, Lan Yang
Number of pages12
Place of PublicationLondon
PublisherRoutledge
Publication date13 Aug 2021
Pages232-243
ISBN (Print)978-0-367-50997-2, 978-0-367-50998-9
ISBN (Electronic)978-1-003-05208-1
Publication statusPublished - 13 Aug 2021
MoE publication typeA3 Book chapter

Publication series

NameAsia-Europe Education Dialogue

Fields of Science

  • 516 Educational sciences
  • 111 Mathematics

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