High school teachers' and students' perceptions on self-assessment in the classroom

Abstract

Nowadays, when we analyze the assessment's achievement in our society, we find many factors that enable us to better comprehend this term, the motivations, use, culture and proposed objectives in the process. Many researches question, analyze and try to find new answers and ways to understand the assessment (Cato, 2010; Cavalari, 2009; Duboc, 2007; Scaramucci, 1999; Luckesi, 1998). Cato (2010) highlights that alternative assessment has become more popular and valid with a different and important perspective in front of all the criticism of traditional assessment principle, because it can consider the learners inside the learning process - there is not a priority intention of measuring or quantifying what is produced for them. Through these kinds of assessments we find the self- assessment. The main contributions of this assessment practice are autonomy, motivation and independence attitudes and Cato emphasizes that these characteristics corroborate with the school's objective of developing learners able to interact, innovate, communicate and confront different situations (2010, p. 29). This project aims to investigate how the self- assessment concept has been comprehended and operated by high school' s students and teachers of a community in the interior of São Paulo state. It is a qualitative research and the data collection involves questionnaires and interviews.