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. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
|Journal||Assessment and Evaluation in Higher Education|
|Early online date||Nov 2016|
|Publication status||Published - 2017|
CitationYan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment and Evaluation in Higher Education, 42(8), 1247-1262.
- Higher education
- Self-directed feedback seeking