Disrupting the power relations of grading in higher education through summative self-assessment

Student self-assessment has been framed as a way to address the issues of power in assessment in higher education. However, rarely has self-assessment been used to challenge the broader political issues of grading. In this study, I introduce the concept of summative self-assessment, drawing on self-grading as a practice that seeks to disrupt the usual power relations of assessment. The summative self-assessment model was implemented in the...