A Critical Review of Research on Student Self-Assessment

Frontiers in Education

Volumn 4, Issue , 2019, Pages

  Andrade, Heidi L ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

classroom assessment; formative assessment; self assessment; self evaluation; self grading; self regulated learning (SRL)

Indexed keywords

EID: 85075438871     PISSN: None     EISSN: 2504284X     Source Type: Journal    
DOI: 10.3389/feduc.2019.00087     Document Type: Review

References (138)

1. Admiraal W., Huisman B., Pilli O., (2015). Assessment in massive open online courses. Electron. J. e-Learning, 13, 207–216.
2. Alaoutinen S., (2012). Evaluating the effect of learning style and student background on self-assessment accuracy. Comput. Sci. Educ. 22, 175–198. 10.1080/08993408.2012.692924
3. Al-Rawahi N. M., Al-Balushi S. M., (2015). The effect of reflective science journal writing on students' self-regulated learning strategies. Int. J. Environ. Sci. Educ. 10, 367–379. 10.12973/ijese.2015.250a
4. Andrade H., (2010). Students as the definitive source of formative assessment: academic self-assessment and the self-regulation of learning, in Handbook of Formative Assessment, eds Andrade H., Cizek G., (New York, NY: Routledge, 90–105.
5. Andrade H., (2013). Classroom assessment in the context of learning theory and research, in Sage Handbook of Research on Classroom Assessment, ed McMillan J. H., (New York, NY: Sage), 17–34. 10.4135/9781452218649.n2
6. Andrade H., (2018). Feedback in the context of self-assessment, in Cambridge Handbook of Instructional Feedback, eds Lipnevich A., Smith J., (Cambridge: Cambridge University Press), 376–408. 31217069
7. Andrade H., Boulay B., (2003). The role of rubric-referenced self-assessment in learning to write. J. Educ. Res. 97, 21–34. 10.1080/00220670309596625
8. Andrade H., Brookhart S., (2019). Classroom assessment as the co-regulation of learning. Assessm. Educ. Principles Policy Pract. 10.1080/0969594X.2019.1571992
9. Andrade H., Brookhart S. M., (2016). The role of classroom assessment in supporting self-regulated learning, in Assessment for Learning: Meeting the Challenge of Implementation, eds Laveault D., Allal L., (Heidelberg: Springer), 293–309. 10.1007/978-3-319-39211-0_17
10. Andrade H., Du Y., (2007). Student responses to criteria-referenced self-assessment. Assess. Evalu. High. Educ. 32, 159–181. 10.1080/02602930600801928
11. Andrade H., Du Y., Mycek K., (2010). Rubric-referenced self-assessment and middle school students' writing. Assess. Educ. 17, 199–214. 10.1080/09695941003696172
12. Andrade H., Du Y., Wang X., (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing. Educ. Meas. 27, 3–13. 10.1111/j.1745-3992.2008.00118.x
13. Andrade H., Valtcheva A., (2009). Promoting learning and achievement through self- assessment. Theory Pract. 48, 12–19. 10.1080/00405840802577544
14. Andrade H., Wang X., Du Y., Akawi R., (2009). Rubric-referenced self-assessment and self-efficacy for writing. J. Educ. Res. 102, 287–302. 10.3200/JOER.102.4.287-302
15. Andrade H. L., Brown G. T. L., (2016). Student self-assessment in the classroom, in Handbook of Human and Social Conditions in Assessment, eds Brown G. T. L., Harris L. R., (New York, NY: Routledge), 319–334. 29173214
16. Baars M., Vink S., van Gog T., de Bruin A., Paas F., (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learn. Instruc. 33, 92–107. 10.1016/j.learninstruc.2014.04.004
17. Balderas I., Cuamatzi P. M., (2018). Self and peer correction to improve college students' writing skills. Profile. 20, 179–194. 10.15446/profile.v20n2.67095
18. Bandura A., (1997). Self-efficacy: The Exercise of Control. New York, NY: Freeman.
19. Barney S., Khurum M., Petersen K., Unterkalmsteiner M., Jabangwe R., (2012). Improving students with rubric-based self-assessment and oral feedback. IEEE Transac. Educ. 55, 319–325. 10.1109/TE.2011.2172981
20. Baxter P., Norman G., (2011). Self-assessment or self deception? A lack of association between nursing students' self-assessment and performance. J. Adv. Nurs. 67, 2406–2413. 10.1111/j.1365-2648.2011.05658.x21517941
21. Bennett R. E., (2011). Formative assessment: a critical review. Assess. Educ. 18, 5–25. 10.1080/0969594X.2010.513678
22. Birjandi P., Hadidi Tamjid N., (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners' writing performance. Assess. Evalu. High. Educ. 37, 513–533. 10.1080/02602938.2010.549204
23. Bjork R. A., Dunlosky J., Kornell N., (2013). Self-regulated learning: beliefs, techniques, and illusions. Annu. Rev. Psychol. 64, 417–444. 10.1146/annurev-psych-113011-14382323020639
24. Black P., Harrison C., Lee C., Marshall B., Wiliam D., (2003). Assessment for Learning: Putting it into Practice. Berkshire: Open University Press.
25. Black P., Wiliam D., (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan 80, 139–144; 146–148.
26. Blanch-Hartigan D., (2011). Medical students' self-assessment of performance: results from three meta-analyses. Patient Educ. Counsel. 84, 3–9. 10.1016/j.pec.2010.06.03720708898
27. Bol L., Hacker D. J., Walck C. C., Nunnery J. A., (2012). The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students. Contemp. Educ. Psychol. 37, 280–287. 10.1016/j.cedpsych.2012.02.004
28. Boud D., (1995a). Implementing Student Self-Assessment, 2nd Edn. Australian Capital Territory: Higher Education Research and Development Society of Australasia.
29. Boud D., (1995b). Enhancing Learning Through Self-Assessment. London: Kogan Page.
30. Boud D., (1999). Avoiding the traps: Seeking good practice in the use of self-assessment and reflection in professional courses. Soc. Work Educ. 18, 121–132. 10.1080/02615479911220131
31. Boud D., Brew A., (1995). Developing a typology for learner self-assessment practices. Res. Dev. High. Educ. 18, 130–135.
32. Bourke R., (2014). Self-assessment in professional programmes within tertiary institutions. Teach. High. Educ. 19, 908–918. 10.1080/13562517.2014.934353
33. Bourke R., (2016). Liberating the learner through self-assessment. Cambridge J. Educ. 46, 97–111. 10.1080/0305764X.2015.1015963
34. Brown G., Andrade H., Chen F., (2015). Accuracy in student self-assessment: directions and cautions for research. Assess. Educ. 22, 444–457. 10.1080/0969594X.2014.996523
35. Brown G. T., Harris L. R., (2013). Student self-assessment, in Sage Handbook of Research on Classroom Assessment, ed McMillan J. H., (Los Angeles, CA: Sage), 367–393. 10.4135/9781452218649.n21
36. Brown G. T. L., Harris L. R., (2014). The future of self-assessment in classroom practice: reframing self-assessment as a core competency. Frontline Learn. Res. 3, 22–30. 10.14786/flr.v2i1.24
37. Butler D. L., Winne P. H., (1995). Feedback and self-regulated learning: a theoretical synthesis. Rev. Educ. Res. 65, 245–281. 10.3102/00346543065003245
38. Butler Y. G., (2018). Young learners' processes and rationales for responding to self-assessment items: cases for generic can-do and five-point Likert-type formats, in Useful Assessment and Evaluation in Language Education, eds Davis J., et al. (Washington, DC: Georgetown University Press), 21–39. 10.2307/j.ctvvngrq.5
39. Chang C.-C., Liang C., Chen Y.-H., (2013). Is learner self-assessment reliable and valid in a Web-based portfolio environment for high school students? Comput. Educ. 60, 325–334. 10.1016/j.compedu.2012.05.012
40. Chang C.-C., Tseng K.-H., Lou S.-J., (2012). A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students. Comput. Educ. 58, 303–320. 10.1016/j.compedu.2011.08.005
41. Colliver J., Verhulst S, Barrows H., (2005). Self-assessment in medical practice: a further concern about the conventional research paradigm. Teach. Learn. Med. 17, 200–201. 10.1207/s15328015tlm1703_116042513
42. Crooks T. J., (1988). The impact of classroom evaluation practices on students. Rev. Educ. Res. 58, 438–481. 10.3102/00346543058004438
43. de Bruin A. B. H., van Gog T., (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom, Learn. Instruct. 22, 245–252. 10.1016/j.learninstruc.2012.01.003
44. De Grez L., Valcke M., Roozen I., (2012). How effective are self- and peer assessment of oral presentation skills compared with teachers' assessments? Active Learn. High. Educ. 13, 129–142. 10.1177/1469787412441284
45. Dolosic H., (2018). An examination of self-assessment and interconnected facets of second language reading. Read. Foreign Langu. 30, 189–208.
46. Draper S. W., (2009). What are learners actually regulating when given feedback? Br. J. Educ. Technol. 40, 306–315. 10.1111/j.1467-8535.2008.00930.x
47. Dunlosky J., Ariel R., (2011). Self-regulated learning and the allocation of study time, in Psychology of Learning and Motivation, Vol. 54 ed Ross B., (Cambridge, MA: Academic Press), 103–140. 10.1016/B978-0-12-385527-5.00004-819653800
48. Dunlosky J., Rawson K. A., (2012). Overconfidence produces underachievement: inaccurate self evaluations undermine students' learning and retention. Learn. Instr. 22, 271–280. 10.1016/j.learninstruc.2011.08.003
49. Dweck C., (2006). Mindset: The New Psychology of Success. New York, NY: Random House.
50. Epstein R. M., Siegel D. J., Silberman J., (2008). Self-monitoring in clinical practice: a challenge for medical educators. J. Contin. Educ. Health Prof. 28, 5–13. 10.1002/chp.14918366128
51. Eva K. W., Regehr G., (2008). I'll never play professional football and other fallacies of self-assessment. J. Contin. Educ. Health Prof. 28, 14–19. 10.1002/chp.150
52. Falchikov N., (2005). Improving Assessment Through Student Involvement: Practical Solutions for Aiding Learning in Higher and Further Education. London: Routledge Falmer.
53. Fastre G. M. J., van der Klink M. R., Sluijsmans D., van Merrienboer J. J. G., (2012). Drawing students' attention to relevant assessment criteria: effects on self-assessment skills and performance. J. Voc. Educ. Train. 64, 185–198. 10.1080/13636820.2011.630537
54. Fastre G. M. J., van der Klink M. R., van Merrienboer J. J. G., (2010). The effects of performance-based assessment criteria on student performance and self-assessment skills. Adv. Health Sci. Educ. 15, 517–532. 10.1007/s10459-009-9215-x20054648
55. Fitzpatrick B., Schulz H., (2016). Teaching young students to self-assess critically, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC).
56. Franken A. S., (1992). I'm Good Enough, I'm Smart Enough, and Doggone it, People Like Me! Daily affirmations by Stuart Smalley. New York, NY: Dell.
57. Glaser C., Brunstein J. C., (2007). Improving fourth-grade students' composition skills: effects of strategy instruction and self-regulation procedures. J. Educ. Psychol. 99, 297–310. 10.1037/0022-0663.99.2.297
58. Gonida E. N., Leondari A., (2011). Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs. Int. J. Educ. Res. 50, 209–220. 10.1016/j.ijer.2011.08.002
59. Graham S., Hebert M., Harris K. R., (2015). Formative assessment and writing. Elem. Sch. J. 115, 523–547. 10.1086/681947
60. Guillory J. J., Blankson A. N., (2017). Using recently acquired knowledge to self-assess understanding in the classroom. Sch. Teach. Learn. Psychol. 3, 77–89. 10.1037/stl0000079
61. Hacker D. J., Bol L., Horgan D. D., Rakow E. A., (2000). Test prediction and performance in a classroom context. J. Educ. Psychol. 92, 160–170. 10.1037/0022-0663.92.1.160
62. Harding J. L., Hbaci I., (2015). Evaluating pre-service teachers math teaching experience from different perspectives. Univ. J. Educ. Res. 3, 382–389. 10.13189/ujer.2015.030605
63. Harris K. R., Graham S., Mason L. H., Friedlander B., (2008). Powerful Writing Strategies for All Students. Baltimore, MD: Brookes.
64. Harris L. R., Brown G. T. L., (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: case studies into teachers' implementation. Teach. Teach. Educ. 36, 101–111. 10.1016/j.tate.2013.07.008
65. Hattie J., Timperley H., (2007). The power of feedback. Rev. Educ. Res. 77, 81–112. 10.3102/003465430298487
66. Hawe E., Parr J., (2014). Assessment for learning in the writing classroom: an incomplete realization. Curr. J. 25, 210–237. 10.1080/09585176.2013.862172
67. Hawkins S. C., Osborne A., Schofield S. J., Pournaras D. J., Chester J. F., (2012). Improving the accuracy of self-assessment of practical clinical skills using video feedback: the importance of including benchmarks. Med. Teach. 34, 279–284. 10.3109/0142159X.2012.65889722455696
68. Huang Y., Gui M., (2015). Articulating teachers' expectations afore: Impact of rubrics on Chinese EFL learners' self-assessment and speaking ability. J. Educ. Train. Stud. 3, 126–132. 10.11114/jets.v3i3.753
69. Kaderavek J. N., Gillam R. B., Ukrainetz T. A., Justice L. M., Eisenberg S. N., (2004). School-age children's self-assessment of oral narrative production. Commun. Disord. Q. 26, 37–48. 10.1177/15257401040260010401
70. Karnilowicz W., (2012). A comparison of self-assessment and tutor assessment of undergraduate psychology students. Soc. Behav. Person. 40, 591–604. 10.2224/sbp.2012.40.4.591
71. Kevereski L., (2017). (Self) evaluation of knowledge in students' population in higher education in Macedonia. Res. Pedag. 7, 69–75. 10.17810/2015.49
72. Kingston N. M., Nash B., (2011). Formative assessment: a meta-analysis and a call for research. Educ. Meas. 30, 28–37. 10.1111/j.1745-3992.2011.00220.x
73. Kitsantas A., Zimmerman B. J., (2006). Enhancing self-regulation of practice: the influence of graphing and self-evaluative standards. Metacogn. Learn. 1, 201–212. 10.1007/s11409-006-9000-7
74. Kluger A. N., DeNisi A., (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol. Bull. 119, 254–284. 10.1037/0033-2909.119.2.254
75. Kollar I., Fischer F., Hesse F., (2006). Collaboration scripts: a conceptual analysis. Educ. Psychol. Rev. 18, 159–185. 10.1007/s10648-006-9007-2
76. Kolovelonis A., Goudas M., Dermitzaki I., (2012). Students' performance calibration in a basketball dribbling task in elementary physical education. Int. Electron. J. Elem. Educ. 4, 507–517.
77. Koriat A., (2012). The relationships between monitoring, regulation and performance. Learn. Instru. 22, 296–298. 10.1016/j.learninstruc.2012.01.002
78. Kostons D., van Gog T., Paas F., (2012). Training self-assessment and task-selection skills: a cognitive approach to improving self-regulated learning. Learn. Instruc. 22, 121–132. 10.1016/j.learninstruc.2011.08.004
79. Labuhn A. S., Zimmerman B. J., Hasselhorn M., (2010). Enhancing students' self-regulation and mathematics performance: the influence of feedback and self-evaluative standards Metacogn. Learn. 5, 173–194. 10.1007/s11409-010-9056-2
80. Leach L., (2012). Optional self-assessment: some tensions and dilemmas. Assess. Evalu. High. Educ. 37, 137–147. 10.1080/02602938.2010.515013
81. Lew M. D. N., Alwis W. A. M., Schmidt H. G., (2010). Accuracy of students' self-assessment and their beliefs about its utility. Assess. Evalu. High. Educ. 35, 135–156. 10.1080/02602930802687737
82. Lin-Siegler X., Shaenfield D., Elder A. D., (2015). Contrasting case instruction can improve self-assessment of writing. Educ. Technol. Res. Dev. 63, 517–537. 10.1007/s11423-015-9390-9
83. Lipnevich A. A., Berg D. A. G., Smith J. K., (2016). Toward a model of student response to feedback, in The Handbook of Human and Social Conditions in Assessment, eds Brown G. T. L., Harris L. R., (New York, NY: Routledge), 169–185.
84. Lopez R., Kossack S., (2007). Effects of recurring use of self-assessment in university courses. Int. J. Learn. 14, 203–216. 10.18848/1447-9494/CGP/v14i04/45277
85. Lopez-Pastor V. M., Fernandez-Balboa J.-M., Santos Pastor M. L., Aranda A. F., (2012). Students' self-grading, professor's grading and negotiated final grading at three university programmes: analysis of reliability and grade difference ranges and tendencies. Assess. Evalu. High. Educ. 37, 453–464. 10.1080/02602938.2010.545868
86. Lui A., (2017). Validity of the responses to feedback survey: operationalizing and measuring students' cognitive and affective responses to teachers' feedback (Doctoral dissertation). University at Albany—SUNY: Albany NY.
87. Marks M. B., Haug J. C., Hu H., (2018). Investigating undergraduate business internships: do supervisor and self-evaluations differ? J. Educ. Bus. 93, 33–45. 10.1080/08832323.2017.1414025
88. Memis E. K., Seven S., (2015). Effects of an SWH approach and self-evaluation on sixth grade students' learning and retention of an electricity unit. Int. J. Prog. Educ. 11, 32–49.
89. Metcalfe J., Kornell N., (2005). A region of proximal learning model of study time allocation. J. Mem. Langu. 52, 463–477. 10.1016/j.jml.2004.12.001
90. Meusen-Beekman K. D., Joosten-ten Brinke D., Boshuizen H. P. A., (2016). Effects of formative assessments to develop self-regulation among sixth grade students: results from a randomized controlled intervention. Stud. Educ. Evalu. 51, 126–136. 10.1016/j.stueduc.2016.10.008
91. Micán D. A., Medina C. L., (2017). Boosting vocabulary learning through self-assessment in an English language teaching context. Assess. Evalu. High. Educ. 42, 398–414. 10.1080/02602938.2015.1118433
92. Miller T. M., Geraci L., (2011). Training metacognition in the classroom: the influence of incentives and feedback on exam predictions. Metacogn. Learn. 6, 303–314. 10.1007/s11409-011-9083-7
93. Murakami C., Valvona C., Broudy D., (2012). Turning apathy into activeness in oral communication classes: regular self- and peer-assessment in a TBLT programme. System 40, 407–420. 10.1016/j.system.2012.07.003
94. Nagel M., Lindsey B., (2018). The use of classroom clickers to support improved self-assessment in introductory chemistry. J. College Sci. Teach. 47, 72–79.
95. Ndoye A., (2017). Peer/self-assessment and student learning. Int. J. Teach. Learn. High. Educ. 29, 255–269.
96. Nguyen T., Foster K. A., (2018). Research note—multiple time point course evaluation and student learning outcomes in an MSW course. J. Soc. Work Educ. 54, 715–723. 10.1080/10437797.2018.1474151
97. Nicol D., Macfarlane-Dick D., (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud. High. Educ. 31, 199–218. 10.1080/03075070600572090
98. Nielsen K., (2014), Self-assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies. J. Res. Read. 37, 1–16. 10.1111/j.1467-9817.2012.01533.x.
99. Nowell C., Alston R. M., (2007). I thought I got an A! Overconfidence across the economics curriculum. J. Econ. Educ. 38, 131–142. 10.3200/JECE.38.2.131-142
100. Nugteren M. L., Jarodzka H., Kester L., Van Merriënboer J. J. G., (2018). Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection. Instruc. Sci. 46, 357–381. 10.1007/s11251-018-9448-2
101. Panadero E., Alonso-Tapia J., (2013). Self-assessment: theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electron. J. Res. Educ. Psychol. 11, 551–576. 10.14204/ejrep.30.12200
102. Panadero E., Alonso-Tapia J., Huertas J. A., (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learn. Individ. Differ. 22, 806–813. 10.1016/j.lindif.2012.04.007
103. Panadero E., Alonso-Tapia J., Huertas J. A., (2014). Rubrics vs. self-assessment scripts: effects on first year university students' self-regulation and performance. J. Study Educ. Dev. 3, 149–183. 10.1080/02103702.2014.881655
104. Panadero E., Alonso-Tapia J., Reche E., (2013). Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers. Stud. Educ. Evalu. 39, 125–132. 10.1016/j.stueduc.2013.04.001
105. Panadero E., Brown G. L., Strijbos J.-W., (2016a). The future of student self-assessment: a review of known unknowns and potential directions. Educ. Psychol. Rev. 28, 803–830. 10.1007/s10648-015-9350-2
106. Panadero E., Jonsson A., Botella J., (2017). Effects of self-assessment on self-regulated learning and self-efficacy: four meta-analyses. Educ. Res. Rev. 22, 74–98. 10.1016/j.edurev.2017.08.004
107. Panadero E., Jonsson A., Strijbos J. W., (2016b). Scaffolding self-regulated learning through self-assessment and peer assessment: guidelines for classroom implementation, in Assessment for Learning: Meeting the Challenge of Implementation, eds Laveault D., Allal L., (New York, NY: Springer), 311–326. 10.1007/978-3-319-39211-0_18
108. Panadero E., Romero M., (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assess. Educ. 21, 133–148. 10.1080/0969594X.2013.877872
109. Papanthymou A., Darra M., (2018). Student self-assessment in higher education: The international experience and the Greek example. World J. Educ. 8, 130–146. 10.5430/wje.v8n6p130
110. Punhagui G. C., de Souza N. A., (2013). Self-regulation in the learning process: actions through self-assessment activities with Brazilian students. Int. Educ. Stud. 6, 47–62. 10.5539/ies.v6n10p47
111. Raaijmakers S. F., Baars M., Paas F., van Merriënboer J. J. G., van Gog T., (2019). Metacognition and Learning, 1–22. 10.1007/s11409-019-09189-5
112. Raaijmakers S. F., Baars M., Schapp L., Paas F., van Merrienboer J., van Gog T., (2017). Training self-regulated learning with video modeling examples: do task-selection skills transfer? Instr. Sci. 46, 273–290. 10.1007/s11251-017-9434-0
113. Ratminingsih N. M., Marhaeni A. A. I. N., Vigayanti L. P. D., (2018). Self-assessment: the effect on students' independence and writing competence. Int. J. Instruc. 11, 277–290. 10.12973/iji.2018.11320a
114. Ross J. A., Rolheiser C., Hogaboam-Gray A., (1998). Impact of self-evaluation training on mathematics achievement in a cooperative learning environment, Paper presented at the annual meeting of the American Educational Research Association (San Diego, CA).
115. Ross J. A., Starling M., (2008). Self-assessment in a technology-supported environment: the case of grade 9 geography. Assess. Educ. 15, 183–199. 10.1080/09695940802164218
116. Samaie M., Nejad A. M., Qaracholloo M., (2018). An inquiry into the efficiency of whatsapp for self- and peer-assessments of oral language proficiency. Br. J. Educ. Technol. 49, 111–126. 10.1111/bjet.12519
117. Sanchez C. E., Atkinson K. M., Koenka A. C., Moshontz H., Cooper H., (2017). Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: a meta-analysis. J. Educ. Psychol. 109, 1049–1066. 10.1037/edu0000190
118. Sargeant J., (2008). Toward a common understanding of self-assessment. J. Contin. Educ. Health Prof. 28, 1–4. 10.1002/chp.14818366124
119. Sargeant J., Mann K., van der Vleuten C., Metsemakers J., (2008). Directed self-assessment: practice and feedback within a social context. J. Contin. Educ. Health Prof. 28, 47–54. 10.1002/chp.15518366127
120. Shute V., (2008). Focus on formative feedback. Rev. Educ. Res. 78, 153–189. 10.3102/0034654307313795
121. Silver I., Campbell C., Marlow B., Sargeant J., (2008). Self-assessment and continuing professional development: the Canadian perspective. J. Contin. Educ. Health Prof. 28, 25–31. 10.1002/chp.15218366121
122. Siow L.-F., (2015). Students' perceptions on self- and peer-assessment in enhancing learning experience. Malaysian Online J. Educ. Sci. 3, 21–35.
123. Son L. K., Metcalfe J., (2000). Metacognitive and control strategies in study-time allocation. J. Exp. Psychol. 26, 204–221. 10.1037/0278-7393.26.1.20410682298
124. Tan K., (2004). Does student self-assessment empower or discipline students? Assess. Evalu. Higher Educ. 29, 651–662. 10.1080/0260293042000227209
125. Tan K., (2009). Meanings and practices of power in academics' conceptions of student self-assessment. Teach. High. Educ. 14, 361–373. 10.1080/13562510903050111
126. Taras M., (2008). Issues of power and equity in two models of self-assessment. Teach. High. Educ. 13, 81–92. 10.1080/13562510701794076
127. Tejeiro R. A., Gomez-Vallecillo J. L., Romero A. F., Pelegrina M., Wallace A., Emberley E., (2012). Summative self-assessment in higher education: implications of its counting towards the final mark. Electron. J. Res. Educ. Psychol. 10, 789–812.
128. Thawabieh A. M., (2017). A comparison between students' self-assessment and teachers' assessment. J. Curri. Teach. 6, 14–20. 10.5430/jct.v6n1p14
129. Tulgar A. T., (2017). Selfie@ssessment as an alternative form of self-assessment at undergraduate level in higher education. J. Langu. Linguis. Stud. 13, 321–335.
130. van Helvoort A. A. J., (2012). How adult students in information studies use a scoring rubric for the development of their information literacy skills. J. Acad. Librarian. 38, 165–171. 10.1016/j.acalib.2012.03.016
131. van Loon M. H., de Bruin A. B. H., van Gog T., van Merriënboer J. J. G., Dunlosky J., (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychol. 151, 143–154. 10.1016/j.actpsy.2014.06.00724977937
132. van Reybroeck M., Penneman J., Vidick C., Galand B., (2017). Progressive treatment and self-assessment: Effects on students' automatisation of grammatical spelling and self-efficacy beliefs. Read. Writing 30, 1965–1985. 10.1007/s11145-017-9761-1
133. Wang W., (2017). Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context. Assess. Evalu. High. Educ. 42, 1280–1292. 10.1080/02602938.2016.1261993
134. Wollenschläger M., Hattie J., Machts N., Möller J., Harms U., (2016). What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough. Contemp. Educ. Psychol. 44–45, 1–11. 10.1016/j.cedpsych.2015.11.003
135. Yan Z., Brown G. T. L., (2017). A cyclical self-assessment process: towards a model of how students engage in self-assessment. Assess. Evalu. High. Educ. 42, 1247–1262. 10.1080/02602938.2016.1260091
136. Yilmaz F. N., (2017). Reliability of scores obtained from self-, peer-, and teacher-assessments on teaching materials prepared by teacher candidates. Educ. Sci. 17, 395–409. 10.12738/estp.2017.2.0098
137. Zimmerman B. J., (2000). Self-efficacy: an essential motive to learn. Contemp. Educ. Psychol. 25, 82–91. 10.1006/ceps.1999.101610620383
138. Zimmerman B. J., Schunk D. H., (2011). Self-regulated learning and performance: an introduction and overview, in Handbook of Self-Regulation of Learning and Performance, eds Zimmerman B. J., Schunk D. H., (New York, NY: Routledge), 1–14.