Self-assessment design in a digital world: centring student agency
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Digital technologies allow student self-assessment to be adaptive, scalable and multimodal. Despite such technological advances, digital self-assessment practices have largely reinforced the existing norms around student roles, leaving the fundamentals of self-assessment design untouched. Digital self-assessment has centred on learning outcomes and self-regulation with less attention to students’ own initiatives, aspirations and roles – their agency. Ironically, the ‘self’ has remained at the margins of digital self-assessment work. In this conceptual study, we propose ‘the digital’ as a catalyst to rethink the student role in self-assessment. This way, the digital could address fundamental issues with self-assessment already present in the pre-digital age. We explore three ways in which digital self-assessment could promote student agency. By reviewing critical examples of literature on self-assessment and digital technologies, we propose that the digital in self-assessment may be seen: (1) as a tool for promoting students’ self-regulation, as understood in individualistic terms; (2) as a means to develop students’ digital agency; and (3) as a means to provide students with agency over their identity formation in the digital world. These three ideas may guide future work to ensure self-assessment design is relevant for students’ increasingly digital futures, particularly in an era of Artificial Intelligence.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it