Self-assessment in the process of self-regulated learning and its relationship with academic achievement

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Despite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is understudied. The present study aimed to investigate the characteristics of self-assessment practices at different SRL phases and its relationship with academic achievement. Using a course assignment as the learning task, sixty-three students enrolled in a one-year master programme in a teacher education institute responded to an instrument assessing their self-assessment practices (including four self-assessment actions) at the SRL Preparatory, Performance and Appraisal phases of the task. Their final scores of the assignment were also collected. The results showed that self-assessment is a fundamental skill for SRL and occurs at each SRL phase with different patterns. Autoregressive relationships were found for all self-assessment actions between different SRL phases. Self-reflection at Performance phase was found to influence feedback seeking at Appraisal phase. Self-directed feedback seeking through monitoring at Performance phase was the strongest and positive predictor of academic achievement; and achievement had negative impact on all self-assessment actions at Appraisal phase. This study may assist educators and researchers to better understand the complexity of self-assessment in relation to learning process. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)224-238
JournalAssessment & Evaluation in Higher Education
Volume45
Issue number2
Early online date26 Jun 2019
DOIs
Publication statusPublished - 2020

Citation

Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238. doi: 10.1080/02602938.2019.1629390

Keywords

  • Self-assessment
  • Self-regulated learning
  • Process
  • Academic achievement

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