A cyclical self-assessment process: towards a model of how students engage in self-assessment

While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate...

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Bibliographic Details
Published inAssessment and evaluation in higher education Vol. 42; no. 8; pp. 1247 - 1262
Main Authors Yan, Zi, Brown, Gavin T.L.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 17.11.2017
Taylor & Francis
Taylor & Francis Ltd
Subjects
College students
Educational evaluation
Evaluation Criteria
Feedback
Feedback (Response)
Foreign Countries
higher education
Preservice Teachers
Qualitative Research
Reflection
Self evaluation
Self Evaluation (Individuals)
Self-assessment
self-directed feedback seeking
self-reflection
Semi Structured Interviews
Teacher education
Undergraduate Students
University students
Hong Kong
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Summary:While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took part in in-depth interviews focusing on the common actions students normally undertake to self-assess. The findings identified the following three actions that are commonly undertaken in the self-assessment process: (1) determining the performance criteria, (2) self-directed feedback seeking and (3) self-reflection. The paper discusses the implications of the findings and concludes with suggestions for promoting student self-assessment.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2016.1260091