Abstract
This study explored online assessment and highlighted significant assessment strategies, such as capstone projects, quizzes, and self-assessments. Inquiry-based assessment, transformative assessment, and scaffolding with self-assessment resources formed the framework. Our goal was to determine the effects of certain self-assessment parameters on student achievement in online learning, including the frequency of answering online self-assessment questions, the points earned for correct answers, and the time spent answering questions. Data from undergraduate geoscience courses were analyzed using a hierarchical linear model, and the results showed that frequently answering online self-assessment questions is a strong predictor of higher final grades, capstone project success, and quiz results. The frequency of answering online self-assessment questions was a more significant factor than the amount of time spent on these questions and the total points earned. Educators are encouraged to redesign their courses to include self-assessment resources that promote frequent student engagement instead of just one-time interaction.
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