A Critical Review of Research on Student Self-Assessment

By Heidi L. Andrade. Frontiers in Education, 2019

458 citations recorded by the source corpus.

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.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/a85f3a97de47502da1f2ff0f1d2cc31dd29c001f