Open Collections

Chan, Diana

University of British Columbia

Research has shown that self-assessment, when applied effectively, can enhance student task performance, cultivate metacognition, and improve self-regulatory processes. In Canada, the province of British Columbia (B.C.) has recently transitioned into a redesigned curriculum where Self-Assessment of Core Competencies (SACC), later renamed Self-Reflection of Core Competencies, has been introduced as a mandatory activity for all K-12 students in the system. The current research project is a qualitative study that used in-depth interviews to examine secondary school teachers’ teaching beliefs and experiences with implementation of Self-Assessment of Core Competencies. Specifically, the present study sought to provide insights on the current state of implementation and provide information on the type of supports teachers hope to receive to better support future practice. Given the novelty of the research topic, the current study was largely exploratory and descriptive in nature. The use of qualitative methodology was deemed fitting for this emerging practice as it allowed for richer and deeper insights about teachers’ experiences. Secondary school teachers from all disciplines were recruited as Core Competencies underlie all curricular areas under B.C.’s redesigned curriculum. Results indicated that participating teachers view self-assessment as an activity that can promote more personalized learning and encourage the development of transferable skills; however, they believed that the formal implementation of SACC has not been meeting the intended goals of the practice. Furthermore, teachers in the present study reported diverse expectations when it came to supporting students through the formal reporting of SACC. Participating teachers also reported different levels of access to resources and professional training, and they wanted to see more resources and professional training directed towards supporting teachers in the implementation of SACC. Study findings suggest that teaching preparation on SACC and the practical implementation of SACC should be further evaluated to ensure teachers are adequately trained to support learners. Teachers play a crucial role in teaching students, and by addressing teacher needs, they can in turn teach students how to self-assess more effectively. Students who learn how to self-assess in a more meaningful way will likely benefit more from the practice.

Text

2024-04-22

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/87917

Special Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/