Review Gold Open Access 2019

A Critical Review of Research on Student Self-Assessment

AH
Andrade, Heidi Goodrich
Frontiers in Education
Journal · Vol. 4 · Art. 87
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. © Copyright © 2019 Andrade.

Keywords

Author Keywords

Formative assessment Classroom assessment self-evaluation self-assessment self-grading self-regulated learning (SRL)

Index Keywords

Author Affiliations
Division of Educational Psychology and Methodology, State University of New York Albany, Albany, NY, United States
Funding & Acknowledgements
No funding information
References 10 References
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