From “Self-Tested” to “Self-Testing”
This chapter consists of an in-depth analysis and synthesis of the research and development of self-assessment systems for learning. 15 intelligent tutoring systems were reviewed according to the way they support self-assessment during different learning stages – the timing of taking a self-test, the way the test is designed, and the way the feedback is produced upon the test result. The author noted a shift from students’ being self-tested (by the system) to self-testing themselves (by requesting and designing tests). This shift not only highlights the need for learners to exercise agency during learning by experiencing more autonomy for self-assessment but also establishes the pedagogical framework for intelligent tutoring system design. The author proposed a model of directed self-assessment which encompasses two dimensions with one emphasizing students’ initiatives and the other focusing on external scaffold from intelligent self-assessment systems. In this way, learners are greatly encouraged and scaffolded to take a more active part in managing and assessing their own learning.