Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Issue 2 (17th February 2020)

• Record Type: Journal Article
• Authors: Yan, Zi
• Is Part Of: Assessment & evaluation in higher education. Volume 45:Issue 2(2020)
• Page Start: 224
• Page End: 238
• Publication Date: 2020-02-17
• Subjects: self-assessment -- self-regulated learning -- process -- academic achievement; Education, Higher -- Evaluation -- Periodicals; 378
• DOI: 10.1080/02602938.2019.1629390
• Languages: English
• ISSNs: 0260-2938

Abstract

Abstract: Despite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is understudied. The present study aimed to investigate the characteristics of self-assessment practices at different SRL phases and its relationship with academic achievement. Using a course assignment as the learning task, sixty-three students enrolled in a one-year master programme in a teacher education institute responded to an instrument assessing their self-assessment practices (including four self-assessment actions) at the SRL Preparatory, Performance and Appraisal phases of the task. Their final scores of the assignment were also collected. The results showed that self-assessment is a fundamental skill for SRL and occurs at each SRL phase with different patterns. Autoregressive relationships were found for all self-assessment actions between different SRL phases. Self-reflection at Performance phase was found to influence feedback seeking at Appraisal phase. Self-directed feedback seeking through monitoring at Performance phase was the strongest and positive predictor of academic achievement; and achievement had negative impact on all self-assessment actions at Appraisal phase. This study may assist educators and researchers to better understand the complexity of self-assessment in relation to learning process.