This article presents the results of an action research project that focused on\udgiving students more sense of control and responsibility over their own learning\udby engaging them more fully in assessment and helping them to understand the\udprinciples underpinning assessment criteria. The course is a second-year music\udmodule with approximately 85 students. I formed the class into groups to grade\udmodel answers and compiled a list of what they believed the assessment criteria\udshould be based on this experience. I then used this list to compile a selfassessment\udcriteria sheet, which the students filled out themselves and attached\udwith each subsequent assessment. When I completed my analysis of data from the\udfirst cycle of action research, I implemented the learning from that cycle into a\udsecond and third cycle of action. This involved re-evaluating my initial plans in\udlight of my findings; building on what was successful and changing what was not,\udand refocusing my research. The findings were significant, as their assessment\udresults improved dramatically. Involving students throughout the assessment\udprocess, from initially setting the criteria right through to self-assessing their\udwork, improved their grades, reduced student passivity and increased their selfconfidence.
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