Changes in Students’ Perceptions of Self-Assessment in Courses with Different Approaches to Assessment

The importance of student self-assessment and its contribution to learning in teacher education is well documented the research literature. However, we still need better understand when why actually works. This study examines preservice teachers’ perception prior following experiencing self-assessment. included 135 students studying at two colleges Israel. attended courses with differing evaluation approaches. findings show that experience formative or integrative encourages students’ positive self-assessment, contrast summative courses. expands our understanding involvement processes, as role feedback process. These factors had greatest impact on perceptions, accuracy their self-grading.