Teachers should communicate the benefits of self-assessment and provide guided practice in a safe, supportive environment¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

Based on the review's synthesis of individual and instructional factors, the authors recommend that teachers foster students' positive beliefs about self-assessment and build skills through supported practice. Specifically, "teachers can explicitly communicate the benefits of self-assessment to students and help them understand how it can support their learning and development," and "teachers can provide students with opportunities to practice self-assessment under clear guidance in a safe and supportive environment to help them improve their self-assessment skills and self-efficacy." The recommendation rests on the review's findings that perceived usefulness, self-efficacy, psychological safety, and practice shape implementation.

Design Implications¶

Context¶

Requirements¶

• Teacher time to communicate benefits explicitly and to structure guided self-assessment practice

Constraints¶

• Affective attitude toward self-assessment can diminish with repeated use, as students' interest in self-assessment diaries waned after three to four diaries

Target Learners¶

• K-12 students
• higher education students

Target Learning Goals¶

• self-assessment skills
• self-efficacy for self-assessment
• engagement in self-assessment

Claims¶

• Students' implementation of self-assessment is influenced by perceived usefulness, affective attitude, self-efficacy, important others, and psychological safety [+W]
• External feedback, use of instruments (especially rubrics), and formative/qualitative purpose increase students' perceived usefulness of self-assessment [+W]
• Practice and training, external feedback, use of instruments, and environmental support facilitate students' implementation of self-assessment [+W]
• Students generally hold positive perceptions of the usefulness of self-assessment, but findings across studies are inconclusive [+W]
• External feedback from supervisors, tutors, and peers supports students' completion and accuracy of self-assessment, with high achievers more likely to use tutor feedback [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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