Abstract
This research aimed to develop a short form of the Self-assessment Practices Scale (SaPS). Guided by a process model of self-assessment, the SaPS scale was designed to assess the actions students engage in during the self-assessment process. The data used for developing the original 20-item SaPS (SaPS-20), i.e., 1416 Hong Kong students ranging from Primary 4 to Secondary 3, were reanalyzed, and a 12-item short form (SaPS-SF) was developed. Factor analysis and Rasch analysis were applied in complementary ways to examine the psychometric properties of the SaPS-SF. The results showed that factor structure of the original scale held in the SaPS-SF, and all items fitted the Rasch model requirements sufficiently and measured the constructs as theorized. The findings presented in this study facilitate the measurement of self-assessment practice in a parsimonious and effective way.
Highlights
Self-assessment is a fundamental skill required at each phase of self-regulated learning (Yan, 2019) and is crucial for life-long learning (Boud, 1995; Tan, 2012)
Yan (2016, 2018) summarized conceptualizations of self-assessment into three categories: (1) self-assessment is treated as a personal ability/trait that enables an accurate evaluation of one’s own performance; (2) self-assessment is used as a supplementary assessment method; and (3) self-assessment is regarded as a learning strategy or process aiming for enhancing learning effectiveness
The results showed that the composite reliabilities for the four factors are: 0.86 for seeking external feedback through monitoring (SEFM), 0.84 for seeking external feedback through inquiry (SEFI), 0.80 fir seeking internal feedback (SIF), and 0.90 for SR
Summary
Self-assessment is a fundamental skill required at each phase of self-regulated learning (Yan, 2019) and is crucial for life-long learning (Boud, 1995; Tan, 2012). Through self-assessing their own performances, students can identify their strengths and weaknesses, and adjust their learning strategies to learn more (Boud, 1995; Yan and Brown, 2017). Recent review studies (e.g., Brown and Harris, 2013; Panadero et al, 2017) revealed a general consensus in the literature with regard to the positive impact of self-assessment on academic achievement, self-regulation, and motivational aspects of learning (e.g., self-efficacy), the effect sizes varied across studies. Self-assessment appears to be a far more complex activity in real learning contexts. Panadero et al (2016) argued that “student self-assessment most generally involves a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products.” Yan (2016, 2018) summarized conceptualizations of self-assessment into three categories: (1) self-assessment is treated as a personal ability/trait that enables an accurate evaluation of one’s own performance; (2) self-assessment is used as a supplementary assessment method; and (3) self-assessment is regarded as a learning strategy or process aiming for enhancing learning effectiveness
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