Promoting Learning and Achievement Through Self-Assessment
Bibliographic Data
| ID | 4255406 |
|---|---|
| Authors | Heidi Andrade (0000-0003-4580-606X, University at Albany, State University of New York), Anna Valtcheva (University at Albany, State University of New York) |
| Year | 2009 |
| Volume | 48 |
| Issue | 1 |
| Pages | 12-19 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405840802577544 |
| OpenAlex | W2012868240 |
| Language | EN |
| Citations received | 85 |
| References cited | 26 |
Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that self-assessment must be a formative type of assessment, done on drafts of works in progress: It should not be a matter of determining one's own grade. As such, the purposes of self-assessment are to identify areas of strength and weakness in one's work in order to make improvements and promote learning. Criteria-referenced self-assessment has been shown to promote achievement. This article introduces criteria-referenced self-assessment, describes how it is done, and reviews some of the research on its benefits to students
Academic achievement · Educational assessment · Formative assessment · Mathematics education · Order (exchange · Pedagogy · Process (computing · Self-assessment · Standards-based assessment · Work (physics · Computer Science · Engineering · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Exploring the Social and Emotional Aspects of Teaching and Learning English as a Foreign Language
Promoting Learner Autonomy Through Self-Assessment and Reflection
Učenje in poučevanje v visokem šolstvu
Effects of self-assessment on self-regulated learning and self-efficacy
The Future of Student Self-Assessment
Fusing self-regulated learning and formative assessment
The use of scoring rubrics for formative assessment purposes revisited
A Critical Review of Research on Student Self-Assessment
Motivational dispositions shape feedback-seeking behaviors
Relationship between formative assessment practices and students’ academic achievement
Developing L2 writing student self-assessment literacy through AI-generated feedback and AI chain-of-thought
The Significance of Non-traditional and Alternative Assessment in English Language Teaching
An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University
The impact of rubric training on students’ self-efficacy and self-regulated learning
Evaluating the Impact of Visual Arts Teachers’ Assessment Strategies on Lifelong Learning in Practical Artworks in Senior High Schools in the Ashanti Region, Ghana
Implementing student self-assessment of core competencies
Social studies teachers’ implementation of formative assessment practices in the senior high schools of Ghana
Competence-based framework for planning, teaching and assessment in engineering education
Elements for understanding and fostering self-assessment of learning artifacts in higher education
Self-Assessment Reports for Academic Progress
Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources
The relationship between self-assessment of language proficiency and measures of lexical diversity and syntactic complexity
Self-Assessment in the Development of Mathematical Problem-Solving Skills
Towards an Holistic Framework to Mitigate and Detect Contract Cheating within an Academic Institute—A Proposal
Maximize the Impacts of Forgiveness Education with Moral Agency Development
Seeking Help from Large Language Models
Perceived Classroom Practices, Critical Thinking, and Fake-News Detection and Sharing
Children performance evaluation rubric in Greek dance. Reliability of scores
Improving students’ tactical performance in physical competitions
Design and development of an online formative peer assessment environment with instructional scaffolds
Self-efficacy for self-assessment
Enhancing primary teachers’ formative assessment literacy
Effectiveness of online regulation scaffolds on peer feedback provision and uptake
Supporting students’ intrinsic motivation for online learning tasks
Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education
Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective
Investigating students' use of self‐assessments in higher education using learning analytics
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Self-regulation of learning and its relationship to peer learning and study-related exhaustion
Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment
Preparing Teacher Candidates to Assess for Learning
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
The politics of pupil self-evaluation
Are we teaching novice instructional designers to be creative? A qualitative case study
Co-creating rubrics
Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers
The impact of a rubric and friendship on peer assessment
The influence of self-assessment practices on online training for investigative interviewing skills
A Delphi Study and Verification of Assessment of Chemistry Experiments Videos / Delfi-metoda istraživanja i verifikacija procjene videozapisa o kemijskim eksperimentima
Self-assessment of ESP oral performance
Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning
Student self-assessment of oral explanations
A meta-analysis of self-assessment and language performance in language testing and assessment
Assessment in higher education
The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
Bridging assessment and achievement
Enhancing learning in clinical placements
Iranian university students’ experiences of and attitudes towards alternatives in assessment
Improving engagement
Observations of student accuracy in criteria-based self-assessment
Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings
Peer assessment as a learning and self-assessment tool
Self-assessment in the process of self-regulated learning and its relationship with academic achievement
The accuracy of student self-assessments of English-Chinese bidirectional interpretation
The assessment cycle
Enhancing undergraduate students’ academic writing skills through self-assessment
Improving assessment of procedural skills in health sciences education
Mindfulness and Procrastination Among University EFL Learners
Antecedents of school burnout
Teaching in a Time of Discord
Student health-related fitness testing in school-based physical education
Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue
Using self-assessment as a formative assessment tool in an English-Chinese interpreting course
Can Overclaiming Technique Improve Self-Assessment Tools for Digital Competence? The Case of DigCompSat
Empowering Metacognitive Interpreter Training
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning
Shaping the assessors of tomorrow
The role of video for self-evaluation in early field experiences
I know English”
On the surface and below
Self-assessment in second language learning
How Accurate Are Students in Self‐Assessing Their Conceptions of Evolution
Approaches to academic growth assessment
Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment
The Instructional Effect of Feedback in Test-Like Events
Inside the Black Box
Quantitative studies of student self-assessment in higher education
Inquiry, Modeling, and Metacognition
Classroom Applications of Research on Self-Regulated Learning
The Impact of Classroom Evaluation Practices on Students
Feedback and Self-Regulated Learning
Self-Efficacy for Reading and Writing
The Role of Goal Orientation in Self-Regulated Learning
Formative assessment and the design of instructional systems
Student responses to criteria‐referenced self‐assessment
Skills training versus action research in-service
The Practice of Giving Feedback to Improve Teaching
Formative assessment and self-regulated learning
| Unique citing works | 85 |
|---|---|
| Citations per year | 6,54 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 85 |