Self-assessment has been shown to have positive effects on students’ self-regulated learning strategies and academic achievement. However, self-assessment and self-assessment instruction are under-researched areas among students with intellectual disability. This data-driven qualitative study aimed at examining the self-assessment expressions students with intellectual disability documented in their learning diaries and how the teacher and teaching assistants used video recordings to facilitate students’ self-assessments in one Finnish special needs education class. The naturally occurring research data consisted of both students’ tablet-based learning diaries (N = 6) and video recordings of students’ self-assessment situations (N = 17). The results show that students’ self-assessment expressions varied from short and vague expressions to argumentative and reflective assessments. The use of video recordings served various functions, such as directing and instructing students, demonstrating assessment and providing feedback. The outcomes of this study demonstrate how the self-assessment practices of students with intellectual disabilities can be facilitated by using video.
AndradeHL (2010) Students as the definitive source of formative assessment: academic self-assessment and the self-regulation of learning. NERA Conference Proceedings 201025.
2.
AndradeHL (2019) A critical review of research on student self-assessment. Frontiers in Education4(87): 1–13.
3.
AndradeHLValtchevaA (2009) Promoting learning and achievement through self-assessment. Theory Into Practice48(1): 12–19.
4.
AndersonLÖstlundD (2017) Assessments for learning in grades 1–9 in a special school for student´s with intellectual disability in Sweden. Problems of Education in the 21st Century75(6): 508–524.
5.
AykutÇ (2020) Increasing self-evaluation use through video feedback to improve academic engagement among Students with intellectual disabilities. International Journal of Progressive Education16(1): 111–124.
BlackPWiliamD (1998) Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice5(1): 7–74.
8.
BlackPWiliamD (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability21(1): 5–31.
9.
BrownGTLAndradeHLChenF (2015) Accuracy in student self-assessment: directions and cautions for research. Assessment in Education: Principles, Policy & Practice22(4): 444–457.
10.
BrownGTLHarrisLR (2013) Student self-assessment. In: McmillanJH (ed), The SAGE Handbook of Research on Classroom Assessment. Thousand Oaks, CA: Sage, 367–393.
11.
BrownGTLHarrisLR (2014) The future of self-assessment in classroom practice: reframing self-assessment as a core competency. Frontline Learning Research2(1): 22–30.
12.
Cannella-MaloneHIBrooksDGTullisCA (2013) Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education22(3): 169–189.
13.
CauleyKMMcMillanJH (2010) Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas83(1): 1–6.
14.
DunnKEMulvenonSW (2009) A critical review of research on formative assessment: the limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research and Evaluation14: 1–11.
15.
EvmenovaASBehrmannMMMastropieriMA, et al. (2011) Effects of video adaptations on comprehension of students with intellectual and developmental disabilities. Journal of Special Education Technology26(2): 39–54.
16.
EvmenovaASGraffHJBehrmannMM (2017) Providing access to academic content for high-school students with significant intellectual disability through interactive videos. Focus on Autism and Other Developmental Disabilities32(1): 18–30.
17.
Finnish National Board of Education (2014) National Core Curriculum for Basic Education. innish National Board of Education.
18.
GilsonCBCarterEWBiggsEE (2017) Systematic review of instructional methods to teach employment skills to secondary students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities42(2): 89–107.
19.
GooMMaurerALWehmeyerML (2019) Systematic review of using portable smart devices to teach functional skills to students with intellectual disability. Education and Training in Autism and Developmental Disabilities54(1): 57–68.
20.
GoodrichH (1996) Student Self-Assessment: At the Intersection of Metacognition and Authentic Assessment. PhD Thesis. Harvard Graduate School of Education.
HsiehHsiu-FangShannonSarahE (2005) Three Approaches to Qualitative Content Analysis. Qualitative Health Research15(9): 1277–1288. doi: 10.1177/1049732305276687.
23.
KnightVFHuberHBKuntzEM, et al. (2019) Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities34(1): 3–14.
24.
LoYBurkBAndersonAL (2014) Using progressive video prompting to teach students with moderate intellectual disability to shoot a basketball. Education and Training in Autism and Developmental Disabilities49(3): 354–367.
McMillanJHHearnJ (2008) Student self-assessment: the key to stronger student motivation and higher achievement. Educational Horizons87(1): 40–49.
27.
McMillanJHVenableJCVarierD (2013) Studies of the effect of formative assessment on student achievement: so much more is needed. Practical Assessment, Research & Evaluation18(2): 1–15.
28.
MechlingLCAyresKMFosterAL, et al. (2014) Evaluation of generalized performance across materials when using video technology by students with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities30(4): 208–221.
29.
Ministry of Education and Culture (2012) Government Decree on the National Objectives for Education Referred to in the Basic Education Act and in the Distribution of Lesson. hours 422/2012.
30.
O’LoughlinJChróinínDNO’GradyD (2013) Digital video: the impact on children’s learning experiences in primary physical education. European Physical Education Review19(2): 165–182.
31.
OzkanSY (2013) Comparison of peer and self-video modeling in teaching first aid skills to children with intellectual disability. Education and Training in Autism and Developmental Disabilities48(1): 88–102.
32.
PanaderoEAlonso-TapiaJ (2013) Self-assessment: theoretical and practical connotations, when it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Education Psychology11(2): 551–576.
33.
PanaderoEBrownGTLStrijbosJ (2015) The future of student self-assessment: a review of known unknowns and potential directions. Educational Psychology Review28(4): 803–830.
34.
PanaderoEJonssonABotellaJ (2017) Effects of self-assessment on self-regulated learning and self-efficacy: four meta-analyses. Educational Research Review22: 74–98.
35.
PanaderoEJonssonA (2020) A critical review of the arguments against the use of rubrics. Educational Research Review30: 100329.
36.
ParisSGParisAH (2001) Classroom applications of research on self-regulated learning. Educational Psychologist36(2): 89–101.
37.
ParkJBouckECDuenasA (2018) Using video modeling to teach social skills for employment to youth with intellectual disability. Career Development and Transition for Exceptional Individuals43(1): 40–52.
38.
RossJA (2006) The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation11(10): Article 10.
39.
ShepleySB (2017) Self-instructing with mobile technology: considerations and applications to increase independence. TEACHING Exceptional Children50(2): 59–65.
40.
ShepleySBAyresKMCaglianiR, et al. (2018) Effects of self-mediated video modeling compared to video self-prompting for adolescents with intellectual disability. Education and Training in Autism and Developmental Disabilities53(3): 264–275.
41.
ShepleySBSpriggsADSamudreM, et al. (2017) Increasing daily living independence using video activity schedules in middle school students with intellectual disability. Journal of Special Education Technology33(2): 71–82.
42.
SpencerGPMechlingLCIveyAN (2015) Comparison of three video perspectives when using video prompting by students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities50(3): 330–342.
43.
SpiveyCEMechlingLC (2016) Video modeling to teach social safety skills to young adults with intellectual disability. Education and Training in Autism and Developmental Disabilities51(1): 79–92.
44.
TuranYMeadanH (2011) Social validity assessment in early childhood special education. Young Exceptional Children14(3): 13–28.
45.
WiliamD (2017) Embedded Formative Assessment: Strategies for Classroom Assessment that Drives Student Engagement and Learning. Second Editon. Bloomington, MN: Solution Tree Press.
46.
WolfMM (1978) Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis11: 203–214.
47.
YanZBrownGTLLeeJC, et al. (2020) Student self-assessment: why do they do it?. Educational Psychology40(4): 509–532.
48.
YanZChiuMKoP (2020) Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice27(5): 562–583.
