Abstract

As future professionals in the education sector, the students involved in this study will be expected to judge the quality of their work and the work of the learners they will engage with. It is our responsibility as teacher educators to create the conditions for students of education to develop and practice these skills, abilities, and attributes required. This paper evaluates an aspect of a UKRI funded project which aimed to explore practices, interventions and curriculum design which would support both the students and the teaching team in enabling student self-assessment and a shared understanding of quality. The premise is that if students can engage in self-assessment and they can become more autonomous in making improvements in their work. The aspect of focus here is the introduction of Taras’ (2015) model of Integrated Student Self-Assessment (ISSA). This was chosen due to its focus on assessment AS learning in contrast to assessment OF/FOR learning. The findings highlighted that a move to this model would require both teachers and students to make a more profound fundamental shift, both culturally and pedagogically to reimagine a theory of assessment as a process of social construction.