Flipping the grade: Empowering students through self-assessment in informatics

Abstract

This paper illustrates how self-assessment and self-grading in Informatics education transform traditional grading into an active learning process. By shifting the focus from teacher-driven evaluation to student-led reflection, self-grading fosters autonomy, metacognition, and problem-solving skills. The paper shows how structured approaches – such as rubric-based self-grading, peer-reviewed assessment, and digital portfolios – enhance students' ability to critically evaluate their work and develop computational thinking. However, challenges such as grading reliability, student bias, and the need for structured guidance must be addressed. The paper highlights strategies to mitigate these issues, including standardized rubrics, justification mechanisms, and moderation through peer and teacher reviews. It demonstrates how balancing student autonomy with oversight ensures fairness and deepens engagement. By embedding self-regulation into assessment, the “Flipping the Grade” model shifts grading from a static measure to an iterative learning process. This paper presents self-grading as a powerful tool in competency-based Informatics education, fostering independence, accountability, and lifelong learning skills.