Author ORCID Identifier
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.
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
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons
Rights Statement
Terms of Use
This article is made available under the Scholars Archive Terms of Use.
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