Systematic Review ARTICLE
A Critical Review of Research on Student Self-Assessment
- 1Educational Psychology and Methodology, University at Albany, United States
This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between self-assessment and achievement, consistency of self-assessment and others’ assessments, student perceptions of self-assessment, and the association between self-assessment and self-regulated learning. An argument is made for less research on consistency and summative self-assessment, and more on the cognitive and affective mechanisms of formative self-assessment.
Keywords: Self-Assessment, self-evaluation, Self-grading, formative assessment, classroom assessment, self-regulated learning (SRL)
Received: 27 Apr 2019;
Accepted: 02 Aug 2019.
Edited by:Chad M. Gotch, Washington State University, United States
Reviewed by:Ana Remesal, University of Barcelona, Spain
Beverly FitzPatrick, Memorial University of Newfoundland, Canada
Copyright: © 2019 Andrade. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Mx. Heidi L. Andrade, University at Albany, Educational Psychology and Methodology, Albany, 12206, New York, United States, firstname.lastname@example.org