Student Self-assessment Research Articles

Model Student Self Assessment for Geography Teacher at MAN

Assessment model research student self-assessment aims to; 1) analyze and formulate Student Self assessment instruments Assessment which will be used by geography teachers at MAN Pekanbaru City; and 2) find a new product in the formula instrument student self-assessment assessment that meets the admission requirements namely: validity requirements, practicality, and effectiveness. This study used a qualitative descriptive method, a Research and Development (R&D) type of research. The research sample was geography teachers at MAN 1, MAN 2, MAN 3, and MAN 4 in Pekanbaru City. The results of the study revealed 1) the results of the field findings illustrated that the teachers in the schools that were the research sample did not yet have instrument student self-assessment conducted before learning begins. Based on the results of the evaluation and analysis of the results of product trials carried out in sample schools at MAN 1, MAN 2, MAN 3, and MAN 4, the average score for the assessment of instrument products was 2.75 (quite a good qualitative value); and 2) Instrument products evaluation student self-assessment, the results of the study stated that they had fulfilled three acceptance requirements, namely the requirements of validity, practicality, and effectiveness.

The tension between impression management and learning: examining the impact of Chinese students’ academic integrity perceptions on self-assessment intentions

Student self-assessment research underscores the significance of honestly recognizing strengths and weaknesses, facilitating self-regulated learning and progress. The Integrated Quality Assessment (IQA) in China combines self-assessment with other data to evaluate achievement, serving dual purposes: promoting students’ awareness of their strengths and weaknesses, and providing summative scores and grades that contribute to the allocation of scholarships and other valued outcomes. This association creates tension in Chinese students’ self-assessment intentions due to the high-stakes consequences. Using a large-scale, cross-sectional survey of 2,063 Chinese undergraduate students, the factors influencing students’ self-assessment intentions were examined. Structural equation modeling revealed that positive perceptions of academic integrity and conceptions of IQA as improvement predicted learning-oriented self-assessment intentions, while increased perceptions of peer misconduct and negative conceptions of IQA significantly predicted impression management intentions.

Implementation of a transprofessional approach in the professional training of bachelors – future teachers in the system: secondary vocational education – higher education

Introduction. In the conditions of rapid development of technologies, the issue of providing production with middle-level technical workers is acute, but modern highly qualified teachers are needed for their training. The requirements of employers serve as a guideline for advancing the quality of professional training of specialists, but they are poorly taken into account when preparing bachelors as future teachers in the system of secondary vocational education (SVE). The purpose of the research is the scientific substantiation, design and implementation of the technology of professional training of bachelors and future teachers based on a transprofessional approach. Materials and methods. The study involved students of Kuban State University (Russia) in the direction of 44.03.05 Pedagogical education (with two training profiles), profile Technological education, Physics, in the number of 174 people. Methods: source analysis, design, pedagogical experiment, expert assessment, student self-assessment, statistical processing of results according to the U-Mann-Whitney criterion. Results. The technology of professional training of students of higher education (HE) for pedagogical activity in the SVE system has been developed, including motivational-target, organizational-activity and creativedevelopmental stages. The training of students is carried out in the system: SVE – HE on the basis of a transprofessional approach with the selection of the content of training in accordance with the needs of production. Reverse-variable learning technologies with electronic resource support are used: electronic software, video content (theoretical material, laboratory work, master classes, web quests) with the involvement of students themselves in their development. The application of the developed technology contributes to the effective formation of professional and universal competencies of students, the development of their motivation and personal qualities (U = 597; p < 0.01). Conclusion. The proposed technology of advanced transprofessional training of future bachelors of pedagogy makes it possible to expand the employment opportunities of bachelors not only at school, but also in the vocational education system. The developed technology can be applied in the preparation of bachelors of pedagogy of various profiles, retraining and advanced training of teachers, masters of industrial training.

Instruction over Incentives: Assessing Reading Strategies for International Security Studies

Abstract Discussion-based courses in international relations rely on students’ careful reading of complex texts in advance of class. However, instructors face a perennial problem: many students do not read effectively, or at all. We argue that students often want to, but do not always know how to, read such material effectively. With instruction and guidance on effective reading strategies, students can improve reading comprehension. To test our hypotheses, we measure the effects of (1) receiving course-preparation assignment worksheets (CPAs), (2) receiving critical/active reading strategies instruction, or (3) receiving both interventions (1) and (2) on students’ consumption of reading assignments and reading comprehension. Across four sections of an “International Security Studies” course, we tested our hypotheses using student self-assessment. Results indicate that both CPAs and reading strategies instruction increase student consumption and self-assessed comprehension of assigned material, but with intriguing nuance across the range of possible responses. Generally, no added benefit upon comprehension is realized by offering both treatments together. These effective reading strategies offer benefits beyond our classroom, imparting students with long-lasting skills and offering instructors easily adaptable activities for use in other courses.

Evaluating a Competency-Based Blended Health Professions Education Program: A Programmatic Approach

ABSTRACT Introduction Competency-based education (CBE) programs usually evaluate student learning outcomes at a course level. However, a more comprehensive evaluation of student achievement of competencies requires evaluation at a programmatic level across all courses. There is currently insufficient literature on accomplishing this type of evaluation. In this article, we present an evaluation strategy adopted by the competency-based master’s degree program at the Center for Health Professions Education at the Uniformed Services University of Health Sciences to assess student achievement of competencies. We hypothesized that (1) learners would grow in the competencies through their time in the program and (2) learners would exhibit a behavioristic change as a result of their participation in the program. Materials and Methods The degree program at the Center for Health Professions Education conducts an annual student self-assessment of competencies using a competency survey. The competency survey data from graduated master’s students were collected, providing data from three time points: initial (pre-program survey), middle, and final (end-of-program survey). Open-ended responses from these three surveys were also analyzed. A general linear model for repeated measures was conducted. Significant effects were followed by post hoc tests across time. We also conducted post hoc analysis across domains to better understand the comparative levels of the domains at each time point. The responses to the open-ended prompt were thematically analyzed. Results Analysis of the quantitative data revealed that (1) learners reported significant growth across time, (2) learners had different perceptions of their competencies in each of the domains, and (3) not all domains experienced similar changes over time. Analysis of the free responses highlighted the impact of coursework on competency attainment and the behavioristic change in learners. Conclusions This study presents a strategic evaluation tool for course-based CBE programs that follow a traditional credit hour model. Programmatic evaluation of CBE programs should enable the inclusion of the learner’s voice and provide evaluation data that go beyond individual course evaluations.

Analysis of Undergraduate Dental Students’ Self-Assessment and Faculty Assessment of Students’ Structured Seminar Presentation in Clinical Oral Medicine

Introduction: Continuing Education skills will be accomplished when the student is able to direct their own learning needs, by exposing themselves to the art of unswerving assessment of their own learning methods. The aim of this study was to investigate whether self-assessment of student led seminar presentation in a clinical oral medicine topic by undergraduate dental students could be related with faculty assessment. Methods: This cross-sectional study was done among year four undergraduate dental students. The students and the faculty assessed the student`s seminar presentation based on structured rubrics, that were analysed and discussed together. Results: The paired differences with regards to both the assessments were analysed, the p- value was less than 0.05, suggesting that there was significant difference in the marks between student`s and faculty`s assessments and that the students gave more grades to themselves when compared with the faculty. There was no statistical difference in assessment among male and female students. There was considerable difference between the two assessment mean scores among the low achiever group of students. Conclusion: Dental students generally overrated themselves and there was a definite gap between faculty and student assessment which could be bridged through organised and thoughtful training.

81 Examination of Undergraduate and Graduate Student Experiences in an Undergraduate Research Course

Abstract Mentored undergraduate research experiences have been identified as beneficial to students for persistence in STEM disciplines and increased grade point averages. Participation in research is impactful for both STEM and non-STEM students. Additionally, undergraduate research experiences have a positive effect on subsequent student performance in graduate and professional school as evidenced by students with previous research experience having superior communication skills at the start of their first year and after. Undergraduate research courses tend to be heavily hands-on experiences and structured classroom teaching may not be large portions of the course content. Online material has become increasingly common in the post COVID-19 learning environment. Courses that can have difficulty with online instruction or the inclusion of online content tend to be courses with a heavy focus of hands-on learning or hands-on skill development. The use of a flipped classroom can facilitate student learning in a digital way in addition to in person class meeting. The incorporation of online lecture content to broaden undergraduate student understanding of the application of the scientific method was used to enhance the research experience. Student experiences were evaluated with the Undergraduate Research Student Self-Assessment survey. Significant positive correlation was found between student feelings of “project responsibility” and “Workshops on science writing and presentation” during the semester that online lectures were incorporated. Additionally, graduate student training is a variable and highly individualized experience for each trainee. Most programs focus strongly on cognitive skill training, advanced knowledge of the discipline, conducting research, and preparing manuscripts for publication. Professional development is a component of graduate training that can be easily overlooked or undervalued. The development of soft skills such as time management, personnel management, and leadership and mentoring qualities are vital for trainee success post-graduation. Some current thinking is that devoting time to professional development will result in a slower progression by the trainee, however this is shown to be untrue and students who participate in career growth maintained the same level of productivity measured by time to degree completion and manuscript output. Graduate student experiences with mentoring undergraduates were shown to develop soft skills while also being noted as “an influential experience” when making future career decisions. Development of an undergraduate research program that incorporates more than simply hands on skill development that also significantly incorporates graduate students benefits both student groups and leads to improved outcomes for both student groups post-graduation.

An application of self-assessment of students in mathematics with intelligent decision systems: questionnaire, design and implementation at digital education

During the last decade an eruptive increase in the demand for intelligent m-learning environments has been observed since instructors in the online academic procedures need to ensure reliability. The research for decision systems seemed inevitable for flexible and effective learning in all levels of education. The prediction of the performance of students during their final exams is considered as a difficult task. In this paper, an application is presented, contributing to an accurate prediction which would assist educators and learning experts in the extraction of useful knowledge for designing learning interventions with enhanced outcomes.

Development of a Self-Evaluation Instrument with Programmatic Assessment Components for Undergraduate Medical Students

<p style="text-align: justify;">This study aimed to develop and test a student self-assessment instrument based on the programmatic assessment (PA) components. We applied a series of psychometric research methods by (a) conducting a literature study to find PA constructs, (b) developing the students' self-questionnaires, (c) ensuring content validity, (d) testing face validity, and (e) conducting reliability tests that involve medical students, medical teachers, medical educationalist, and an international PA expert. Face validity (readability test) was conducted with 30 medical students from an Indonesian university who were in their last year of pre-clinical education and had average scores above or equal to their classmates. The confirmatory factor analysis (CFA) was used to report the instruments’ validity and reliability. The final instrument was tested on 121 medical students with excellent GPAs from another medical school with a middle-level accreditation. The PA consists of five components: ‘learning activities’, ‘assessment activities’, 'supporting activities’, 'intermediate evaluations’, and ‘final evaluations'. These components are conveyed through 41 relevant statements with a four-point Likert scale and three yes/no statements. According to the respondents, there was a lack of 'supporting activities' and 'intermediate evaluation' components in the PA in their universities. This study has developed and tested a five-component evaluation instrument based on medical students' perceptions regarding PA implementation.</p>

Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education: How Exemplary Educators Leverage Self-Assessment

ABSTRACT While researchers have begun to develop theories of assessment to support integrated learning within Science, Technology, Engineering, Arts and Mathematics (STEAM) education, the role of student self-assessment (SSA) – a core aspect of classroom assessment – has been understudied. The purpose of this research was to develop an initial praxis-oriented understanding of how exemplary STEAM educators provoke SSA in integrated learning. Through an in-depth qualitative methodology drawing on interview and artefact data from 14 purposefully selected exemplary STEAM teachers, this study identified seven types of SSA activities: (a) self-documentation of learning; (b) reflection; (c) making metacognitive processes explicit; (d) prototype testing and revision; (e) goal setting; (f) self-testing; and (g) interactional SSA. Superimposed on the engineering design process, a process commonly leveraged to integrate disciplines in STEAM education, results provide a nuanced understanding of how exemplary STEAM educators leverage SSA, advancing assessment theory and practice in integrated education.

Multidisciplinary students’ self-evaluated competence at the beginning of studies in digital health and social care service specialisation education

Digital transformation in health and social care is a fast-growing sector globally. Multidisciplinary professionals are needed in the development of digital health and social care services. This study aimed to evaluate the self-assessments of students participating in specialisation education on the importance of multidisciplinary digital competences, focusing on competence in the digitalisation of social and health care and how they assess their own competences at the beginning of their education. The purpose was to describe the multidisciplinary competences in this area at EQF level 6 by using a self-assessment tool. Data were collected from 274 specialised education students in the years 2021 and 2022 from 14 universities of applied sciences. The background information included participants’ years of work experience, professional education area and study credits. There were nine competence areas. The survey contains 61 Likert scale questions. Cronbach’s alpha was 0.962 (N=126). The paired t-test was used for statistical analyses to determine the relationship between the importance of a competence and students’ current levels of competence. For each pair, the arithmetic mean for the how important variable was higher than the current competence variable. The average means of all competences’ differences was 1.04 between how important the competence was to the students and their current understanding of their own level of the particular competence. Service design competences have both the highest average level of student competence and variance in competence. The second-largest variance was in online guiding competences, which is one of the clearest competences for students to understand the content. These results may be explained by expert bias, where a person with a lot of knowledge rates their own level of knowledge lower, while a person with less knowledge does the opposite. The gap between current competence level and the assessed importance of the particular competence shows that there is a need for specialisation education in multidisciplinary competences for developing digital health and social care services. The overall result is a self-assessment tool that can be used to assess the level of competences in different competence areas in specialisation education. It is important for health and social care organisations to manage the competences and continuing education of their professionals.

Validity and Educational Impact of Clinical Entrustable Professional Activities Linked to the Nutrition Care Process for Work-Based Assessment of Entry-Level Dietetics Students: Evaluation of a3-Year Implementation Study in Australia.

Entrustable professional activities (EPAs) describe key workplace activities and are increasingly being used for student work-based assessment. An EPA-based work-based assessment tool offers potential to increase understanding of dietetics student skill development and opportunity for standardised work-based student assessment. To determine construct validity and educational impact of an EPA work-based assessment tool for dietetics placement students in clinical settings. Using a time series design, supervisor and student self-assessment data collected from an EPA-based assessment tool from three cohorts of dietetics students and supervisors from 2017-2019 was analyzed. Dietetics students (n= 145) from an accredited dietetic training program in Australia and affiliated metropolitan and rural hospitals. Construct validity was determined through analysis of supervisor evaluation of student performance against EPAs over time. Educational impact was determined through comparing student performance across EPAs to predicted milestones to identify areas of least entrustment. Student performance over time and differences between student self-assessment and supervisor assessment for each EPA were investigated using Wilcoxon signed-rank tests and linear mixed-model analysis. Descriptive statistics summarised student performance against each EPA. Performance significantly increased over time in 35 out of 37 EPAs. Significant differences between supervisor and student self-assessment were evident in 9 out of 37 EPAs. Dietetics student performance varied across EPAs with 88.2% of students achieving entrustment for nutrition management EPAs compared with 100% for professionalism EPAs. The tool's construct validity was established. EPAs identified areas of Nutrition Care Process skills development requiring additional support. Data collected by the tool can inform teaching.

Pharmacy student self-assessment of interprofessional behaviors in inpatient general medicine advanced pharmacy practice experiences

IntroductionThe World Health Organization defines interprofessional education (IPE) “as an experience where students from two or more professions learn about, from, and with each other to…improve health outcomes.”1 Recent studies have demonstrated that IPE experiences can produce positive outcomes, and the Accreditation Council for Pharmacy Education Accreditation Standards require IPE experiences to be incorporated in both didactic and experiential components of pharmacy curricula. The purpose of this study was to measure the impact of required rotation interprofessional activities on fourth-year pharmacy students' self-assessment of interprofessional collaboration behaviors. MethodsThis was an ambidirectional cohort study conducted among students enrolled in their inpatient general medicine advanced pharmacy practice experience (APPE) at the University of Texas at El Paso School of Pharmacy during academic year 2020–2021. Students completed the Interprofessional Education Collaborative (IPEC) competency self-assessment instrument at the beginning and end of their six-week APPE. The survey instrument assessed IPEC competencies in the four IPE domains. ResultsDuring the 2020–2021 academic year, 29 APPE pharmacy students completed the pre- and post-assessment during their inpatient general medicine APPE. There was a significant increase (P < .001) in IPEC scores from baseline to post-assessment in each domain. ConclusionsStudents had a positive change in interprofessional collaboration behaviors after completing the required IPE on their inpatient general medicine APPE, which is consistent with prior studies.While students' perceived IPE behaviors improved, further research is needed to elucidate the value of IPE learning activities and impact on learning outcomes.

The effect of using teacher feedback on concept mastery and students’ self-assessment of the essay test on monohybrid and dihybrid cross topic

This study aims to identify the effect of using teacher feedback on students' concept mastery and self-assessment on the topic of monohybrid and dihybrid crosses. The method used in this research was a quantitative quasi-experiment with Nonequivalent Control Group research design. The participants in this study were among 69 ninth grade students (33 control class students and 36 experimental class students) at one of the public junior high schools in Bandung Regency. This study uses positive written feedback with the types of supporting, direct corrective and guidance on students' essay test answer sheets. To measure students' mastery of concepts, an essay test was used with a total of 10 questions. To measure students' self-assessment, a 1-4 Likert scale questionnaire was used using indicators that were adjusted to the indicators on the essay questions. The results showed that there is a significant difference in students' concept mastery and students' self-assessment ability in the control class and experimental class. As for the N-Gain test, the category of concept mastery improvement in the control class belongs to the low criteria (0.19) and the experimental class belongs to the medium criteria (0.57). Students' self-assessment skills in the control class (60%) and experimental class (70%) are classified in the sufficient and good categories. Students' responses to the teacher’s feedback showed a positive response. Based on this research, the use of teacher feedback on essay tests affects students' concept mastery and self-assessment.

The Attitudes of the Students of Jizzakh Polytechnic Institute to Production Practice (In Terms of the Results of Social Research)

The purpose of the article is to study the process of professional adaptation of students of technical higher education institutions based on the results of social surveys, as well as to analyze the importance of integration of higher education institutions and manufacturing enterprises in training qualified professionals. Based on social research, the level of satisfaction of students with workplace training, which affects the assessment of the quality of teaching in higher education, the attitude of students to their specialization, and future career success during the internship, was determined. Information on self￾assessment of students’ readiness for practice is provided. Criteria for its successful completion have been developed.

Developing Medication Review Competency in Undergraduate Pharmacy Training: A Self-Assessment by Third-Year Students.

Pharmacists are increasingly involved in medication history taking, medication reconciliation, and review in their daily practice. The objectives of this study were to investigate third-year pharmacy students' self-assessed competency in medication reviews and gather their feedback for further development of medication review training in their curriculum. The study was conducted as a self-assessment of third-year pharmacy students at the completion of their second three-month internship period in a community pharmacy in 2017-2018. The students were assigned to review medications of a real patient under the supervision of a medication review accredited pharmacist during their internship. The self-assessment was carried out via an e-form, which was created for this study. Recently established national medication review competence recommendations for pharmacists were used as a reference. Students (n = 95, participation rate: 93%) self-assessed their competency as good or very good in 91% (n = 28) of the competency areas listed in the self-assessment. The highest proportion of competencies that were self-assessed as good or very good included using medication risk management databases and evaluating the clinical importance of the information (97%, n = 92). The lowest proportion of competencies was found in applying clinical information from the key laboratory tests to patient care and knowing which laboratory tests are most important to monitor in each condition and medication (36%, n = 34). The students suggested that their pharmacy education should contain more medication review assignments as group work and that an elective course on medication reviews should be compulsory for all pharmacy students.

Evaluation of veterinary students' confidence and competence with surgical entrustable professional activities after repeated use of low-fidelity training models.

This study aimed to evaluate whether low-fidelity surgical training models increased veterinary students' surgical confidence and competence and decreased procedural stress related to core surgical entrustable professional activities (EPAs). Final-year veterinary students repeatedly performed one of three surgical EPAs on a low-fidelity surgical training model (canine castration, subcutaneous lump removal and eyelid laceration repair) and completed a survey at set time points. In addition, a grading rubric was used to assess participants' competence in performing the assigned EPA at two different time points. Survey results and competency gradings were compiled and analysed. Students' self-assessed confidence significantly increased, and stress significantly decreased, between assessment points on all three EPA surgical training models. Graded competence significantly improved between the assessment points on all training models, and most students deemed the models to be realistic and helpful for student practices. Limitations relate to the study involving a single cohort from a single institute and the reliance on student self-assessment. Repeated exposure to low-fidelity surgical training models increased final-year students' surgical confidence and competence and reduced procedural stress related to three key surgical EPAs. Assessment of competence using a grading rubric was successful and could be incorporated into a competence-based veterinary education assessment framework to allow screening of competence prior to graduation.

Nursing students’ clinical judgment skills in simulation and clinical placement: a comparison of student self-assessment and evaluator assessment

BackgroundClinical judgment is an important and desirable learning outcome in nursing education. Students must be able to self-assess their clinical judgment in both the simulation and clinical settings to identify knowledge gaps and further improve and develop their skills. Further investigation is needed to determine the optimal conditions for and reliability of this self-assessment.AimsThis study aimed to compare the same group of students’ self-assessment of clinical judgment with an evaluator’s assessment in both simulation and clinical settings. The study further aimed to investigate whether the Dunning-Kruger effect is present in nursing students’ self-assessment of clinical judgment.MethodsThe study applied a quantitative comparative design. It was conducted in two learning settings: an academic simulation-based education course, and a clinical placement course in an acute care hospital. The sample consisted of 23 nursing students. The Lasater Clinical Judgment Rubric was used to collect data. The scores were compared using a t-test, intraclass correlation coefficient, Pearson’s correlation coefficient, and Bland-Altman plots. The Dunning-Kruger effect was investigated using linear regression analysis and a scatter plot.ResultsThe results showed an inconsistency between student self-assessment and evaluator assessment of clinical judgment in both simulation-based education and clinical placement. Students overestimated their clinical judgment when compared to the more experienced evaluator’s assessment. Differences between students’ scores and the evaluator’s scores were larger when the evaluator’s scores were low, indicating the presence of the Dunning-Kruger effect.ConclusionIt is vital to acknowledge that student self-assessment alone may not be a reliable predictor of a student’s clinical judgment. Students who had a lower level of clinical judgment were likely to be less aware that this was the case. For future practice and research, we recommend a combination of student self-assessment and evaluator assessment to provide a more realistic view of students’ clinical judgment skills.

Training pharmacy students to deliver bad news using the SPIKES model

Background and purposeDelivery of bad news or negative health information is a complex skill critical to the provision of patient care. While counseling models with this focus exist within other health care professions, their use in pharmacy education is lacking. The purpose of this study is to assess pharmacy students' ability to deliver bad news with the implementation of a counseling model titled SPIKES (Setting, Perception, Invitation, Knowledge, Emotions with Empathy, and Strategy/Summary). Educational activity and settingFirst-year pharmacy students attended a one-hour training on the SPIKES model and completed three simulations with its application. Pre- and post-training surveys were administered to assess confidence, attitudes, and perceptions. Student performance during the simulations was evaluated by teaching assistants (TAs) as well as a self-assessment using the same grading rubric. A paired t-test was used to test for significant mean improvement in competency scores, confidence, attitudes, and perceptions from Week 1 to Week 3. FindingsOne hundred and sixty-seven students were included in the analysis. There was a significant improvement in the student's self-assessment of their performance for each of the SPIKES components and summative scores. For the TA assessment, there was a significant mean improvement in the summative SPIKES score; however, within each component of SPIKES, only the knowledge component showed significant mean improvement. There was also a significant improvement in student confidence in the post-training surveys. SummaryImplementation of the SPIKES protocol in the pharmacy curriculum showed an overall improvement in students' self-assessed performance in delivering bad news.

Validation of the Korean Version of Student Self-Assessment Practice Scale for College Students

학생 자기평가는 학습으로서의 평가(assessment as learning)를 위한 대표적인 전략으로써 학습자 스스로 학습의 질을 성찰하고 판단하여 자신의 학습을 적절히 수정해 나가는 형성적 평가의 과정으로 정의내릴 수 있다. 본 연구의 목적은 학생의 자기평가 수행 행동을 측정하기 위해 개발된 SaPS(Self-assessment Practice Scale for Students) (Yan, 2018a)를 한국 대학생을 대상으로 타당화하는 것이다. 이를 위해 대학생 317명의 데이터를 분석에 활용하였고, 그 결과는 다음과 같다. 먼저 평정척도모형(Andrich, 1978)에 기반한 Rasch 분석과 탐색적 요인분석을 상호보완적으로 적용하여 척도 문항을 구성하였다. 그 결과, 한국판 SaPS는 원척도와 동일하게 4개의 구성요소(모니터링 또는 질문 방법에 의한 외적 피드백 추구, 내적 피드백 추구, 자기성찰)가 탐색되었고, 전체 20개의 문항 중 신뢰도 및 타당도가 낮은 8개의 문항이 제외되어 총 12개 문항으로 구성되었다. 둘째, 학생 자기평가의 구성요소 간 위계성과 독립성을 고려하여 총 4개의 요인모형을 비교한 결과, 4요인 1차 모형이 자료에 가장 부합하는 것으로 나타났다. 셋째, 한국판 SaPS의 외적 타당도 점검을 위해 성취목표, 인지 및 주도적 참여와의 상관관계를 알아본 결과, 자기평가 수행은 숙달 및 수행접근, 학업참여와 정적인 상관을 나타내었다. 마지막으로 한국판 SaPs 척도는 학생 자기평가 수행의 내적 과정에 대한 이해를 확장시키고, 학생들의 자기평가 역량을 높이기 위한 교육적 개입 방안 마련에 활용될 수 있다는 면에서 의의를 갖는다.This study aimed to validate the Korean version of the Student self-assessment Practice Scale (K-SaPS), which is designed to assess the behaviors students engage in during the self-assessment process (Yan, 2018a). Data of a 317 Korean college students sampled from urban districts were analyzed. Factor analysis and Rasch analysis were applied in a complementary way to examine the psychometric properties of the K-SaPS. The results showed that the factor structure of the original scale held in the K-SaPS, and only 12 items of 20 original items were selected by examining their validity and reliability. Also the 4-factor confirmatory factor analysis(CFA) model fitted best compared to other alternative factor models. In addition, the external validity test indicated that students’ mastery or performance achievement goal and academic engagement were positively related to their self-assessment practice. Finally the applicability of K-SaPS as an assessment-as-learning(AAL) strategy and importance of students’ self-assessment practice in the learning context were discussed.