Self‐assessment in higher education: experience in using a metacognitive approach in five case studies

By Magdalena Mo Ching Mok, C. Lung, D. Cheng, R. Cheung, M. Ng. 2006

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Peer and self‐assessment in the first year of university (2011, background): “(2) Students’ opinions and experiences of it (e.g. Andrade and Du 2007; Bloxham and West 2004, 2007; Cassidy and Weinberg 2005; Cheng and Warren 1997; Gayle, Martin, and McQueen 2002; Lejk and Wyvill 2002; Mok et al. 2006; Vu and Dall’Alba 2007).”
A cyclical self-assessment process: towards a model of how students engage in self-assessment (2017, background): “…and engagement with learning (Brown and Harris 2013), and self-efficacy (Kissling and O’Donnell 2015) and is clearly an indispensable skill for selfregulated learning and life-long learning that university students are expected to acquire, especially within knowledge economy (Mok et al. 2006).”
Accuracy of students' self‐assessment and their beliefs about its utility (2010, background): “( 2006 ) also suggest that the use of a metacognitive approach for self‐assessment of teacher education students enhances the learners' awareness of their thinking processes and learning.”