Moderating Factors in University Students’ Self-Evaluation for Sustainability

Abstract

Background: Self-evaluation is a multidimensional construct that has raised increasing interest within educational research at different educational stages. Different studies have pointed out the important role that Student Self-Assessment plays in improving student learning and ensuring the sustainability in instructional and evaluation processes. Method: The aim of this study with 630 university students is to analyze how engagement profiles and study strategies (measured by questionnaire) can predict the accuracy of students’ self-assessment of their achievements. For this purpose, the UWE-9 questionnaire was used to evaluate engagement, the Study Techniques Questionnaire scale to measure study strategies and a content-based test to evaluate performance, along with a self-assessment test in which the student had to estimate the level of achievement obtained in the content-based test, once the test had been completed. Results: The results show that both the academic engagement and the study strategies undertaken by students can be important factors that may influence different aspects of learning in the educational context. Students with higher performance and more engagement tend to show greater skills with student self-assessment (SSA) and students with better study habits tend to have better scores, greater confidence in the SSAs delivered and better skills for self-assessment. Conclusions: Findings suggests that providing opportunities for students to have a greater involvement in the construction of their learning and in its evaluation raises positive attitudes, which results in increased performance in order to achieve greater sustainability in the learning process assessment.

Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education

“…In this study, it was shown that engagement profiles and study strategies are important predictors of SSA. This finding is consistent with other research where engagement have been related, such as the studies of [51] and [118].…”

“…In general, as different researchers have repeatedly reported, student satisfaction is a very reliable indicator for measuring the success of the implementation of E-learning-based initiatives (strong relationship between students' perception of their academic performance and their degree of satisfaction in E-learning environments) [37,[47][48][49][50]. Subsequently, Student Learning Achievements (SSA) has been widely used as an evaluation mechanism in the educational field [51][52][53][54]. The SSA is a powerful tool to evaluate the performance of E-learning strategies in higher education, but even more important is this evaluation in primary and secondary school, given that the students' preparation is slower, since they are in an earlier period of their training.…”

Clustering Algorithm to Measure Student Assessment Accuracy: A Double Study

“…In a study with 11th grade students [27], it was found that 90% self-assessed themselves at levels higher than the evaluator, suggesting that students are not familiar with self-assessment and because they trust the teacher as the only one evaluator of its performance. Another study with university students reveals that students with higher performance and more involvement tend to show greater skills with self-assessment; and students with better study habits tend to have better scores, greater confidence, and better self-assessment skills [28]. A study with peer assessment and self-assessment of group work in a computer programming unit reveals that the more students know, the more they think they do not know, and the less they know, the more ignorance they have about their knowledge [29].…”

The importance of the quality of social interactions between teachers and pupils in building a safe school environment - an analysis of teacher evaluation from the pupil's perspective

“…Experts do not only focus on the importance of self-assessment in the academic environment, but also in the following contexts: employment (e.g. Zimmerman, Moylan, Hudesman, White and Flugman, 2011;McNall and Michel, 2017;León, Augusto-Landa and García-Martínez, 2021;Tomšíková, Smékalová and Slavík, 2014;Novotná and Nišponská, 2017;Fišer et al, 2016), the influence of self-assessment in the overall educational career of an individual (e.g. Karaman, 2021), when selfassessment supports and maintains students' approach during the beginning of schooling and throughout the whole primary school (Vasileiadou, Karadimitriou, 2021;Panadero, Jonsson, Botella, 2017;Broadfoot, 1996;Laufková, 2017).…”