Each individual is unique in many different aspects, including the way in which they learn. Each individual learns best using different strategies, tools, and at different rates (Macdonald, 2012, Tomlinson, 2005). In an ideal world, each student would have the curriculum tailored to his or her individual needs. However, this is impossible when classrooms are filled with approximately 30 students, each with their different ways of internalizing taught material. That is why educators around the world have begun implementing self-assessment into the classroom to help students individualize their learning to best suit their learning styles.

Young et al. postulate that teachers are continuously involved in classroom situations that leave them “physically and emotionally drained” (1997, pg.90). When teachers are forced to spend considerable amounts of time attending to the differentiated needs of specific students, the academic performance of other students suffers (Young et al., 1997). Self-assessment strategies shift the responsibility of academic performance to the students, taking some of the strain off of teachers. This is relevant to many new teachers who worry about classroom management because self-assessment can also be implemented for students to assess their own behaviour in the classroom, as well as their motivations for learning (Young et al., 1997). When the students are also involved in their learning process, it gives the opportunity for teachers to work with all students to help them work towards decreasing the gap between their current academic level and the learning outcomes.

The following short introduction to differentiated learning by the educator Carol Tomlinson gives some insight as to why different teaching strategies are used. With such a diverse array of multiple intelligences in the classroom, self-assessment can help all different types of students succeed.

Macdonald, B. (2012). Using self-assessment to support individualized learning. Journal of the Association of Teachers of Mathematics, 26-27.

Tomlinson, C.A. (2005). Grading and differentiation: Paradox or good practice? Theory Into Practice, 44, 262-269.

Young, K.R., West, R.P., Li, L., & Peterson, L. (1997). Teaching self-management skills to students with learning and behavior problems. Reclaiming Children and Youth, 6(2), 90-96.