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The methods in which self-assessment are facilitated have not been significantly addressed within the literature. Self-assessment is also fraught with concerns around reliability and validity. As a result, a systematic 3-stage plan was developed to embed self-assessment into a module design. The planning, formative and summative (PFS) model of self-assessment was developed by undertaking a thorough analysis of the recent self-assessment literature and from the learning that took place after facilitating a pilot of the model. This learning informed the model’s development, with the aim for a structured approach and deeper student inclusion. This includes: teaching students how to self-assess; how to develop the marking grid together; providing guidance on self-reflection and practicing through formative assessment. Working in this inclusive manner may provide for a more participatory learning experience that can benefit the students’ personal and professional growth for future academic assessment, professional work and social settings. This model may be of interest to educators who wish to adapt it for their own practice.

Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education