Abstract

This paper examines major issues that have been a perennial concern for researchers into student self-assessment within the Anglophone world. These include, whether students should grade their own work and if they do grade, if accuracy of grading is important, and if self-assessment empowers. By presenting these issues within their historical background, the discussion provides the contexts and beliefs which motivated the developments, Data demonstrating the little take-up of self-assessment is counter to the research into theory and practice which highlights its centrality to supporting learning for students and enabling coherent aligned curricula for tutors. By examining definitions it is possible to unpick beliefs about the process and qualities of student self-assessment and ask the question – are our processes fit for the 21st century? Finally, by presenting understandings of topologies and categories of student self-assessment processes both in the K-12 sector and in higher education, it is possible to proffer the choices made available by research to enable integration of student self-assessment into our own classrooms.