Practice and training, external feedback, use of instruments, and environmental support facilitate students' implementation of self-assessment¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Practice and training changed students' attitudes and increased their willingness to self-assess. → Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan 2023 q2 i? Environmental support, including incentives and peer emotional support, encouraged self-assessment. → Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan 2023 (2)

Evidence¶

Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan 2023¶

Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan. (2023). A Systematic Review on Students' Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09799-1

q2 · i? · review · r3

Review synthesis of eight studies on practice and training. The review reports, citing Hill (2016), that "the percentage of students planning to per - form the self-assessment increased from 23.1% to 91%" after a self-assessment assignment; Perera et al. (2010) found over 90% self-assessed consistently or frequently after training.

"After com- pleting the self-assessment assignment, the percentage of students planning to per - form the self-assessment increased from 23.1% to 91% (16)."

Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan 2023 (2)¶

Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan. (2023). A Systematic Review on Students' Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09799-1

q2 · i? · review · r3

Review synthesis of four studies on environmental support: the review reports, citing Hill (2016), that students were "more willing to self-assess in an environment with incentives for self-assessment"; peer emotional support and competition also encouraged implementation.

"South African stu- dents reported being more willing to self-assess in an environment with incentives for self-assessment (i.e., 5% of the final marks was allocated for the self-assessment accuracy and the quality of the reflection) (16)."

Discussion¶

Related Claims¶

• External feedback, use of instruments (especially rubrics), and formative/qualitative purpose increase students' perceived usefulness of self-assessment — related
• Students' implementation of self-assessment is influenced by perceived usefulness, affective attitude, self-efficacy, important others, and psychological safety — related
• External feedback from supervisors, tutors, and peers supports students' completion and accuracy of self-assessment, with high achievers more likely to use tutor feedback — related