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A cyclical self-assessment process: towards a model of how students engage in self-assessment.

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Title: A cyclical self-assessment process: towards a model of how students engage in self-assessment.
Authors: Yan, Zi1 (AUTHOR) zyan@eduhk.hk, Brown, Gavin T.L.2 (AUTHOR)
Source: Assessment & Evaluation in Higher Education. 2017, Vol. 42 Issue 8, p1247-1262. 17p.
Subject Terms: *Self-evaluation, *Student self-evaluation, *Undergraduates, *Higher education, Introspection
Abstract: While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took part in in-depth interviews focusing on the common actions students normally undertake to self-assess. The findings identified the following three actions that are commonly undertaken in the self-assessment process: (1) determining the performance criteria, (2) self-directed feedback seeking and (3) self-reflection. The paper discusses the implications of the findings and concludes with suggestions for promoting student self-assessment. [ABSTRACT FROM AUTHOR]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A cyclical self-assessment process: towards a model of how students engage in self-assessment.
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. 2017, Vol. 42 Issue 8, p1247-1262. 17p.
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  Data: While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took part in in-depth interviews focusing on the common actions students normally undertake to self-assess. The findings identified the following three actions that are commonly undertaken in the self-assessment process: (1) determining the performance criteria, (2) self-directed feedback seeking and (3) self-reflection. The paper discusses the implications of the findings and concludes with suggestions for promoting student self-assessment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=125339639
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        Value: 10.1080/02602938.2016.1260091
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