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Use of Assessment as Learning to Develop Self-Directed Learners of Science

One of the key student outcomes in the 21st Century Competencies Framework (C2015) is developing students to become self-directed learners capable of questioning, reflecting, persevering and taking ownership of their learning.This paper shares our experiences and findings on the use of Assessment as Learning (AaL) to enable students to assess their learning, thereby encouraging them to take greater ownership and accountability.We extended the use of Assessment for Learning strategies already employed by the school through the use of AaL which consists of three components, namely self-monitoring, self-evaluation and self-correction. Focusing on self-monitoring and self-evaluation, assessment is designed and various self-monitoring strategies such as success criteria and checklist were used across the three science disciplines of Chemistry, Biology and Physics to enable students to collect evidence of their learning (self-monitoring) and provide structure for review if they had met their learning objectives (self-evaluation).The extent of students’, independence and self-directness in learning was assessed through data from lesson observations, focused group discussions and reflections. The findings of this cross-subject collaboration involving eight teachers and a sample population of eighty Secondary Three students, the challenges faced in implementation and future plans to improve and extend these strategies would be shared. ,Keywords: assessment, learning, self-directed, science ,

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