A Critical Review of Research on Student Self-Assessment

Authors

Heidi Andrade, University at Albany, State University of New YorkFollow

Author ORCID Identifier

https://orcid.org/ 000-0003-4580-606X

Document Type

Article

Publication Date

2019

DOI

10.3389/feduc.2019.00087

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.

Comments

Publisher Acknowledgement

This is the publisher's PDF. The version of record can be found here: Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4(87). https://doi.org/10.3389/feduc.2019.00087

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Recommended Citation

Andrade, Heidi, "A Critical Review of Research on Student Self-Assessment" (2019). Educational & Counseling Psychology Faculty Scholarship. 22.
https://scholarsarchive.library.albany.edu/edpsych_fac_scholar/22