A Critical Review of Research on Student Self-Assessment

Abstract

This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between self-assessment and achievement, consistency of self-assessment and others' assessments, student perceptions of self-assessment, and the association between self-assessment and self-regulated learning. An argument is made for less research on consistency and summative self-assessment, and more on the cognitive and affective mechanisms of formative self-assessment.

Current practice of assessing students’ sustainability competencies: a review of tools

“…In their descriptive review, Bernat et al (2019) hypothesize that this type of tool is often selected, because "it is less time-consuming, easy to distribute amongst a larger number of students, and in turn it provides a larger amount of information." Several authors make the case for its pedagogical uses in sustainability science , in line with educational scholars who have advocated for self-reflection as a tool for formative assessment (Andrade 2019). However, as a tool of robust, reliable, and valid measurement of sustainability competencies, selfassessment falls much too short to warrant such popularity.…”

Psychometric properties of the Self‐assessment Practice Scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis

“…In higher and K‐12 education, the positive correlation between self‐assessment and learning performance has been well recognized (e.g. Andrade, 2019; Brown & Harris, 2013).…”

Australia’s National Assessment Programme rubrics: An impetus for self-assessment?

“…Two slightly different forms of feedback could be distinguished from the teachers' accounts. Feedback was sometimes initiated by students seeking help from their teacher (Fletcher 2018b) during the learning process, when there was an opportunity for students to adjust their learning (Andrade 2019;Bennett 2011;Sadler 1998). This student-initiated feedback appeared in the forethought phase and during the performance phase, as they were in the process of developing competence across a range of skill foci as writers.…”