Student self-assessment practices: The role of gender, school level and goal orientation

Research output: Contribution to journalArticles

7 Citations (Scopus)

Abstract

The purpose of this study was to examine the effects of the key demographic variables of gender, school level and goal orientation on students’ self-assessment practices, including self-directed feedback seeking (SDFS) and self-reflection (SR). A total of 8843 Hong Kong students were surveyed, ranging from Primary 4 to Secondary 6. The results showed that female students demonstrated higher levels of self-assessment practices than male students, including both SDFS and SR. School level was also significantly associated with secondary students’ engagement in SR. Mastery goal orientation (MGO) was a significant and positive predictor of self-assessment practice including both SDFS and SR, while performance goal orientation (PGO) was a significantly negative predictor. Students with a higher level of MGO, or a lower level of PGO, were more likely to conduct self-assessment. The educational implications of the findings are discussed. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)183-199
JournalAssessment in Education: Principles, Policy & Practice
Volume25
Issue number2
Early online dateAug 2016
DOIs
Publication statusPublished - Mar 2018

Citation

Yan, Z. (2018). Student self-assessment practices: The role of gender, school level and goal orientation. Assessment in Education: Principles, Policy & Practice, 25(2), 183-199. doi: 10.1080/0969594X.2016.1218324

Keywords

  • Self-assessment
  • Measurement invariance
  • Goal orientation
  • Demographic variables

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