Accuracy of students' self‐assessment and their beliefs about its utility

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Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, background): “Lew, Alwis, and Schmidt (2010) demonstrate that students judged as more competent academically self-assessed with higher accuracy as compared to their less competent peers.”
Does student engagement in self-assessment calibrate their judgement over time? (2013, result): “The ﬁ nding (Figure 3) that students ’ self-assessment marks converge with tutors over the length of a semester is not unexpected and supports previous work on self-assessment (Lew, Alwis, and Schmidt 2010; Lawson et al 2012).”
A Critical Review of Research on Student Self-Assessment (2019, background): “We can also say that older, more academically competent learners tend to be more consistent (Hacker et al., 2000; Lew et al., 2010; Alaoutinen, 2012; Guillory and Blankson, 2017; Butler, 2018; Nagel and Lindsey, 2018).”
Accuracy in student self-assessment: directions and cautions for research (2015, unknown): “…on the effects of practice on accuracy is mixed – e.g. Brookhart, Andolina, Zuza, and Furman (2004) and Lopez and Kossack (2007) found student self-assessments became more realistic with practice, while Lew, Alwis, and Schmidt (2010) found that accuracy in assessment did not improve over time.”