Self-evaluation as an Attribute of Formative Assessment of Students’ Achievements in Maritime Studies

Abstract

Assessment of students’ achievements in higher education didactics and in maritime studies is considered as a problematic part of study process. Especially it is difficult to use assessment practically in order to improve students’ learning, for formative purposes. The role of formative assessment in the learning educational paradigm is essential. One of main attributes of formative assessment ‐ self‐evaluation of students ‐ has been chosen as the object of the research. For the empirical research, a case of full‐time studies of Marine Engineering was decided upon. An originally created questionnaire was used for the research. The characteristics of self‐evaluation, such as its frequency, forms, and content were analysed with the aim of finding out their influence on the improvement of students’ learning and effectiveness of maritime studies.