Developing students’ evaluative judgment and feedback literacy through self-assessment: An experimental study

Life-long learning is a central aim of education for the 21st century (Curriculum Development Council, 2014, 2017; Education Commission, 2000) and requires evaluating one's performance and learning needs (Joughin et al., 2019). Specifically, students should learn to judge the quality of their work and others' work against suitable quality standards (evaluative judgement, Tai et al., 2018) by acquiring and use feedback from different sources (feedback literacy, Carless & *Boud, 2018). In this study, we propose and test a simple, low-cost, self-assessment intervention to enhance students’ evaluative judgment, feedback literacy, and academic performance. The intervention will be conducted through a self-assessment worksheet integrated into routine school teaching and learning. Students receiving the intervention are prompted and guided to engage in self-assessment to enhance their evaluative judgment, feedback literacy, and academic performance. This study will apply a mixed-methods, sequential explanatory design, focused on the first phase experimental study, which the second phase qualitative study helps explain. The findings of this study will consolidate the theoretical understanding and provide empirical evidence for the dynamic relationship among self-assessment, evaluative judgment, feedback literacy, and academic performance. The results will also inform interventions to enhance the awareness of teachers and students on using self-assessment to foster life-long learning, and provide sustainable, low-cost, effective instructional strategies for developing students’ evaluative judgment and feedback literacy.

Funding Source: RGC - General Research Fund (GRF)