Pedagogy First. Technology Second.

Self-Assessment as Process

The strategy, as published

Exactly as it appears on the card

Part of Source & Direction in 03 Feedback, where it sits alongside its neighbouring strategies, the infographic and the thinking for the whole area.

Why you might use it

The problem it may help with

Andrade's finding rearranges the usual worry about self-assessment. Pupils' judgements do not need to be accurate for the practice to work; it is the act of comparing work against criteria that improves performance. Process is the point.

That takes the pressure off. You are not training examiners; you are giving pupils repeated practice at holding their work up against a standard, which is exactly the comparison Sadler's conditions require.

What it might look like

One version of it, in a classroom

Before handing in an essay, pupils complete a short self-review against the criteria: where each is met, where it is not, and one change made as a result. The teacher marks the essay afterwards as usual, but reads the self-review first.

Try it

A way to begin

Add one line to your submission routine: before this comes to me, mark the place where you best meet the criteria and the place where you least do.

What to notice

Reading what happens

  • Whether pupils' self-judgements move closer to yours over a term. Accuracy is not the goal, but drift towards it suggests the comparing is genuine.
  • What pupils change between self-review and submission. A self-assessment that changes nothing was a form-filling exercise.

Things to think about

Before and while you use it

  • Self-assessment against criteria pupils do not understand is guesswork. Sadler's first condition, knowing what quality looks like, comes before this card, not after it.

Inclusive practice

The lens this connects with

Through the inclusive practice lens, this is one of the approaches that may reduce barriers around:

The wider thinking

Where the evidence sits

Andrade's research sits within the self-regulation tradition of Nicol and Macfarlane-Dick and Boud: feedback practices that build the pupil's own evaluative judgement, not just improve the next piece of work. The card’s attribution stands as published: Andrade.

The fuller picture, sources included, is in further reading and evidence for Feedback.

Keep exploring

Where next?

Back to this strategy in 03 Feedback, across to what you're trying to improve, or into all 144 at once.

Want to take this further?

Support is available

Pedagogy First gives you a starting point. If you want support exploring how approaches like this can work across your school, trust or professional learning programme, that work is available.

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