Student self-assessment: processes and consequences

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To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, methodology): “…by simply asking them to grade their work with no deeper re ﬂ ection, which had a low learning impact (Boud & Falchikov, 1989), to more complex interventions that go beyond self-grading and request students to re ﬂ ect deeply on their work (Dochy et al., 1999; McDonald & Boud, 2003; Taras, 2010).”
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013, background): “In recent years self-assessment of learning has received a lot of attention, becoming a growing field in educational psychology (e.g. Dochy, Segers, & Sluijsmans, 1999; Ross, 2006; Taras, 2010).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “which further activates their ownership of learning and use of self-regulatory strategies (Black & Wiliam, 1998; Nicol & McFarlane-Dick, 2006; Tan, 2012a; Taras, 2010).”