The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

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Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “In areas in which it is possible to make practice explicit, the notion of learners calibrating their judgement against those of effective practitioners or other sources of expertise is also important (Boud et al. 2015).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Lower-performing students seem to only become aware of their actual relatively poor performance if given external metacognitive prompts (Boud et al., 2013, 2015).”
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education (2018, background): “While they are associated with a range of benefits, they also present challenges (Boud, Cohen, and Sampson 2014; Boud, Lawson, and Thompson 2015; Murdoch 2015; Carnell 2016).”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “In order to become more accurate in judging the standards of their own performance, students need extended opportunities for self-evaluation so that they can improve their judgment over time (Boud, Lawson, and Thompson 2013, 2015).”