Self-assessment In Higher Education Research Articles

Certainty-Based Self-Assessment in Higher Education

This study explores students’ behavior in response to a study-learning system during one semester at university, based on the certainty-based marking strategy. The learning support system pursues to encourage diagnostic formative self-assessment. In total, 258 students complete the full study program and respond to an additional sociodemographic questionnaire. An exploratory study was performed. Two individual variables were considered for basic statistical analysis: gender and prior academic experience. Results show progression of students’ confident responses, especially by the third trial. No differences were found with respect to gender. In contrast, strong differences were found related to prior academic experience. These latter results must be taken carefully, in expectance of further research to look for connections with other individual variables.

Elements for understanding and fostering self-assessment of learning artifacts in higher education

Self-assessment skills have long been identified as important graduate attributes. Educational interventions which support students with acquiring these skills are often included in higher education, which is usually the last phase of formal education. However, the literature on self-assessment in higher education still reports mixed results on its effects, particularly in terms of accuracy, but also regarding general academic performance. This indicates that how to foster self-assessment successfully and when it is effective are not yet fully understood. We propose that a better understanding of why and how self-assessment interventions work can be gained by applying a design-based research perspective. Conjecture mapping is a technique for design-based research which includes features of intervention designs, desired outcomes of the interventions, and mediating processes which are generated by the design features and produce the outcomes. When we look for concrete instances of these elements of self-assessment in the literature, then we find some variety of design features, but only a few desired outcomes related to self-assessment skills (mostly accuracy), and even less information on mediating processes. What is missing is an overview of all these elements. We therefore performed a rapid systematic literature review on self-assessment to identify elements that can help with understanding, and consequently foster an effective self-assessment of learning artifacts in higher education using conjecture mapping as analytical framework. Our review revealed 13 design features and six mediating processes, which can lead to seven desired outcomes specifically focused on self-assessment of learning artifacts. Together they form a model which describes self-assessment and can be used as construct scheme for self-assessment interventions and for research into the how and why self-assessment works.

Self-Assessments: Creating Validated Teaching and Training Tools

Alongside the self-help industry, self-assessment in higher education and organizational training has blossomed, especially as digital tools have made it possible to provide immediate feedback. Both contexts lack validated tools for accomplishing their goals. This study created and validated a series of self-assessments for classroom and training use. Drawing on student self-report data, self-assessment items were subjected to confirmatory factor analysis to assess construct validity and correlational analysis with existing research instruments to assess convergent validity. A set of 19 self-assessments with their accompanying validity and reliability evidence correspond to the National Association of Colleges and Employers (NACE) career-readiness (2021) skills, including communication, leadership, teamwork, technology, inclusiveness, and critical thinking.

Sustaining Learners’ Writing Development: Effects of Using Self-Assessment on Their Foreign Language Writing Performance and Rating Accuracy

Although the benefits of using self-assessment on student writing performance have received wide recognition over the past two decades, minimal research is available on the effects of using self-assessment of writing on English as a foreign language (EFL) students’ writing performance, especially in the tertiary context of China, where such research is still in its infancy. To fill the abovementioned lacuna, the present study adopted a quasi-experimental approach to implementing a self-assessment-based intervention in Chinese tertiary EFL writing classes. Specifically, students were randomly assigned into either an intervention class that implemented self-assessment or a comparison class that employed peer assessment as classroom practice to promote students’ sustainable development of writing skills. Quantitative and qualitative data were collected, and the research findings indicated that the intervention group experienced a larger increase in their holistic writing performance and rating accuracy when compared with the comparison group. Furthermore, the qualitative findings reveal students’ enhanced rating accuracy after the intervention. This study contributes to research on self-assessment in the EFL writing domain as a basis for further deliberation on self-assessment in higher education, and it also provides much needed empirical evidence for the potential value of student-centred sustainable assessment approaches such as self-assessment. Findings also provide teachers with pedagogical implications for developing sustainable and capable self-assessors of writing.

The Implementation of Doing Self-Assessment in Higher Education

This study aims to discover how undergraduate students conducted self-assessments of their learning process and outcomes, and how much doing self-assessment could contribute to the learning achievement. This research applied a qualitative method. The authors utilized interviews to collect data and wrote them down as the results of the analysis. Based on the results of the interviews, six students responded to the survey regarding conducting self-assessment in the learning process revealing that the benefit of doing self-assessment for students was that they could introspect themselves in the learning process, the self- assessment had significantly contributed to time management during the learning process. In addition, self-assessment could motivate students to improve their ability to learn from previous results. Students could also evaluate what had been done in the learning process. Evaluation results were also significant for students in conducting self-assessments. Hence, students understood the extent of their ability to learn, which was better or worse than before, in every problem during the study process.

The Implementation of Doing Self-Assessment in Higher Education

This study aims to discover how undergraduate students conducted self-assessments of their learning process and outcomes, and how much doing self-assessment could contribute to the learning achievement. This research applied a qualitative method. The authors utilized interviews to collect data and wrote them down as the results of the analysis. Based on the results of the interviews, six students responded to the survey regarding conducting self-assessment in the learning process revealing that the benefit of doing self-assessment for students was that they could introspect themselves in the learning process, the self- assessment had significantly contributed to time management during the learning process. In addition, self-assessment could motivate students to improve their ability to learn from previous results. Students could also evaluate what had been done in the learning process. Evaluation results were also significant for students in conducting self-assessments. Hence, students understood the extent of their ability to learn, which was better or worse than before, in every problem during the study process.

‘Finally studying for myself’ – examining student agency in summative and formative self-assessment models

Promoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students’ sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative design, we investigated whether formative self-assessment and summative self-assessment, based on self-grading, would offer students different affordances for agency. The results show that while both models offered affordances for agentic learning, future-driven agency was only presented by the students studying according to the summative model. Our results shed light on the interplay of student agency and self-assessment in higher education.

Evaluation of Multi-Peer and Self-Assessment in Higher Education

This article presents an evaluation of the use of peer and self-assessment as part of the learning process in a public speaking assessment coursework, with students from two departments taking part. Students were assessed by themselves, their peers and the lecturer using an online platform, Google forms, utilizing a set of rubrics. The marks were compared between markers to identify similarities and differences. After the process, student feedback on the experience was obtained using a questionnaire utilizing the Likert seven point scale to rate different questions. Analysis of the marks awarded found that whilst there might be correlations between different markers (i.e. peer – self) for marks on certain subsections of the work, there was no overall correlation between marks. Student perceptions to the exercise indicated that the use of rubrics was well received; students considered it a fair assessment method and it provided information on how to perform well in the assessment.

STUDENT SELF-ASSESSMENT IN HIGHER EDUCATION AND PROFESSIONAL TRAINING: CONCEPTUAL CONSIDERATIONS AND DEFINITIONS

The purpose of this paper is through the content analysis of 48 publications in scientific texts, books and articles in scientific journals and conferences, to investigate the conceptual content of the term self-assessment in higher education and professional training as it emerges from the descriptions and discussions of authors, researchers and experts. From the analysis nine dimensions or characteristics of the self-assessment emerged because they had the highest frequency of occurrence. These are: a. Student-centered pedagogy, feedback and learning orientation that have been included in a broader category, context b. Quality learning, collaboration/involvement and formative assessment that were included in the category student role and c. Monitoring, reflection and review/control that were dimensions of a more general category that was called processes. Definitions are mainly based on the dimension of student-centered pedagogy and reflection. Additionally, collaboration/involvement is a dimension that is reported less in definitions, but it is also an important element. Article visualizations:

Student Self-Assessment in Higher Education: The International Experience and the Greek Example

This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating:a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability ofstudents to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessmentis implemented through various ways that include inter alia electronic and non-electronic self-assessment tools.Internationally, most studies have examined and proved the contribution of student self-assessment to improvement ofperformance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence,motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’awareness of self-assessment ability and self-control, makes students change attitudes towards course, preparesemployability skills of students, reduces anxiety for assessment, increases students’ responsibility about theirlearning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was foundonly one study that examined the implementation of student self-assessment in Higher education and its impact onstudents and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivatesstudents to try more and helps them identify gaps in their learning. Student self-assessment ability and factors thataffect this ability have been examined only internationally, so in Greece there is a research gap concerning theseparameters. Tertiary students can self-assess accurately and this ability depends on specific factors such asconfidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction anddynamic assessment.

Analyzing the Implementation of an ERP System by Self-Assessment in Higher Education

Analyzing the Implementation of an ERP System by Self-Assessment in Higher Education

Vocational training students’ self-assessment in higher education

Vocational training students’ self-assessment in higher education

The Divergent Relationship between Assessment and Self-assessment in Higher Education. Experimental Results

Alongside teaching and learning, educational assessment and self-assessment make up the basic components of the educational process. The congruence between a teacher's assessment and the student's self-assessment is an important motivational factor for the continuation of the educational process while the incongruity between the two processes can determine a reduction in the student's implication towards obtaining academic performance. Thus, our study aims to capture the degree to which the assessment – self-assessment relationship is a congruent one, the factors that influence the self-assessment process, the frequency of the students’ attempts at estimating their grades and the type of discrepancies between them.

Self-assessment in higher education: empirical evidence from the Department of Business Administration of Shahjalal University of Science and Technology, Bangladesh

The paper aims to explore the self-assessment practices in higher education in Bangladesh with special reference to the Department of Business Administration of Shahjalal University of Science and ...

IT Governance Self Assessment in Higher Education Based on COBIT Case Study: University of Mercu Buana

As the IT operation in the other Enterprise, the implementation of IT in Higher Education has to be directed and aligned with organizational strategy and program. The strategic alignment is one of five IT Governance focus areas. This paper presents the results, discussions and recommendations of IT Governance in Higher Education self assessment which is performed by COBIT 4.1 framework. The assessment is performed to IT Governance implementation in Mercu Buana University as a case study. The study result shows that the implementation of IT Governance in the university is still in the first stage of its development. Based on these results and some evidences collected, the study proposes some improvements such: it is needed to provide IT master plan, data and process custodian settlements must be performed, and the setup of such organizational structure which has capabilities enough to coordinate and deal with process / data owner and key user to drive University's IT Governance. 

Student Self-Assessment in Higher Education: Alone or Plus?

Higher education in Egypt has recently shifted towards the constructivist theory that involves students in the learning process in all of its aspects. Therefore, the need for self-assessment has grown to engage learners in constructing their own knowledge and developing their thinking skills to succeed academically and in life. In response to this need, the researcher conducted two experimental studies with English majors at Suez Canal University. The first study took place during the 2000/2001 academic year and examined the effect of student self-assessment versus no assessment on English-major seniors' knowledge achievement and academic thinking. During the 2004/2005 academic year, he conducted the second study which examined the effect of self-plus-teacher assessment versus self assessment on the same dependent variables that were investigated in the previous study with other English-major seniors at the same school. The results of the two studies provided evidence that statistically significant improvement in knowledge achievement and academic thinking can occur only when the teacher assesses students self-assessments. This paper is a report on these two studies. The researcher started the paper by defining student self-assessment and explaining the theory behind it. Then, he showed the advantages and shortcomings of this form of assessment. Next, he surveyed the research related to it. After that, he displayed the findings of the two studies and explained the reasons behind these findings. Finally, he drew conclusions and offered recommendations based on the results of the two studies. Two appendixes are included: (1) Knowledge achievement test and academic thinking skills test; and (2) Scale for scoring knowledge achievement and scale for scoring academic thinking skills.

Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings

Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in more than 1000 Australian business undergraduates. It evaluates the extent to which student self-assessments differ from academics, in what ways and the influence of certain individual and background characteristics – such as stage of degree, gender and academic ability – on rating accuracy. Explanations for documented disparities are presented, in addition to implications and strategies for educators.

An Action Research Study of Student Self-Assessment in Higher Education

Although student self-assessment is considered a critical component of assessment for learning, its use and related research are rare in higher education. This article describes an action research study of self-assessment as an instructional strategy in two university courses. Results indicate that self-assessment exercises provided students the opportunity to reflect on the course and their performance, helped them monitor their own progress, motivated them to do well in the course, and provided them the opportunity to give feedback to the instructor. Additionally, from the instructor perspective, the exercises provided useful feedback for course improvement and facilitated interactions and relationships with students.

Self-Assessment for Maintenance of Certification

Self-assessment is paired with continuing medical education in the "lifelong learning " component of the American Board of Radiology's (ABR) Maintenance of Certification program. The literature on the use of self-assessment in higher education and the professions is instructive with regard to the distinctiveness of this form of adult learning. This article reviews pertinent literature, summarizes the findings, and applies the principles to the creation and use of "self-assessment modules" (SAMs) for the maintenance of certification. Data on the use of ABR-qualified SAMs are reported. On completion of this article, the reader should be able to describe the nature, role, and best practices of self-assessment; apply these concepts to the creation or use of a SAM; and identify future opportunities for SAM development and use that will enhance the lifelong learning of radiologists.

A Behaviourally Anchored Rating Scales Approach to Institutional Self-assessment in Higher Education

Institutional self-assessment is considered to be a crucial quality assurance mechanism in higher education. However, the criteria employed in self-assessments tend to ignore the overall organisational effectiveness of the institution. This paper describes a study which employed the effectiveness criteria contained in the Competing Values Model of Organisational Effectiveness (Quinn & Rohrbaugh, 1981, 1983) to produce a set of organisational effectiveness self-rating scales for Hong Kong higher educational institutions. The scales were developed using the behaviourally anchored rating scales (BARS) procedure. The study produced scales which address the organisational effectiveness of an institution and appear to be a useful addition to the array of quality assurance mechanisms in higher education. The paper highlights the qualitative benefits of the scale development procedure and resulting scales and notes that the procedure could be employed, and the qualitative benefits enjoyed, in other higher educational systems.