Student self-assessment practices are central to involving students in meaningful assessment-as-learning. While personal and psychological factors are known antecedents, little is known about proximal social contexts (e.g., teacher practices) as predictors of student self-assessment. This chapter presents the findings from a cross-sectional study that aimed to test the association between perceived teacher practices and students' self-assessment practices. Using data from 796 secondary school students, we used regression analyses to examine the link between three types of teaching practices (i.e., involved, structured, and autonomy-supportive) and student's four self-assessment actions (i.e., seeking external feedback by monitoring, seeking external feedback by inquiry, seeking internal feedback, and self-reflection). Results showed that involved teaching predicted self-assessment practices with small to medium effect sizes. Involved and autonomy-supportive teaching practices had medium effect sizes to self-reflection and seeking external feedback by monitoring, respectively, while structured teaching did not. These findings highlight the importance of teacher involvement and autonomy-support in promoting students' self-assessment. Copyright © 2022 selection and editorial matter, Zi Yan and Lan Yang; individual chapters, the contributors.
|Title of host publication||Assessment as learning: Maximising opportunities for student learning and achievement|
|Editors||Zi YAN, Lan YANG|
|Place of Publication||Oxon|
|ISBN (Print)||9780367509972, 9780367509989|
|Publication status||Published - 13 Aug 2021|
CitationMendoza, N. B., & Yan, Z. (2021). Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices. In Z. Yan & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 173-189). Oxon: Routledge.
- PG student publication