Exploring self-assessments in university undergraduate students: how accurate are they?

Hilda Mary Mulrooney

Abstract


Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.


Keywords


Self-assessment; active engagement; feedback

Full Text:

PDF

References


Andrade, H. & Boulay, B. (2003) Role of rubric-referenced self-assessment in learning to write. Journal of Educational Research 97: 21-34. DOI: 10.1080/00220670309596625

Andrade, H. & Du, Y. (2005) Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation 10(3): 1-11. https://www.researchgate.net/publication/237569071_Student_perspectives_on_rubric-referenced_assessment

Andrade, H., Du, Y. & Wang, X. (2008) Putting rubrics to the test: the effect of a model, criteria generation and rubric-referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practices 27(2): 3-13. DOI: 10.1111/j.1745-3992.2008.00118.x

Andrade, H. & Valtcheva, A. (2009) Promoting learning and achievement through self-assessment. Theory into Practice 48: 12-19. DOI: 10.1080/00405840802577544

Bandura, A. (1999) Social cognitive theory: an agentic perspective. Asian Journal of Social Psychology 2: 21-41. DOI: 10.1111/1467-839X.00024

Barr, R.B. & Tagg, J. (1995) A new paradigm for undergraduate education. Change 27(6): 13-25. DOI: 10.1080/00091383.1995.10544672. Reprint available at: https://www.colorado.edu/ftep/sites/default/files/attached-files/barrandtaggfromteachingtolearning.pdf

Boud, D. (2000) Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education 22(2): 151-167. DOI: 10.1080/713695728

Boud, D. & Falchikov, N. (2006) Aligning assessment with long-term learning. Assessment Evaluation in Higher Education 31 (4): 399-413. DOI: 10.1080/02602930600679050

Boud, D. & Soler, R. (2015) Sustainable assessment revisited. Assessment and Evaluation in Higher Education 41(3): 400-413. DOI: 10.1080/02602938.2015.1018133

Butler, D.L. & Winne, P.H. (1995) Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research 65(3): 245-281. DOI: 10.2307/1170684

Draper, S.W. (2009) What are learners actually regulating when given feedback? British Journal of Educational Technology 40(2): 306-315. DOI: 10.1111/j.1467-8535.2008.00930.x

Evans, C. (2013) Making sense of assessment feedback in higher education. Review of Educational Research 83(1): 70-120. DOI: 10.3102/0034654312474350

Lea, S.J., Stephenson, D. & Troy, J. (2003) Higher education students’ attitudes to student-centred learning: beyond ‘educational bulimia’. Studies in higher Education 28(3): 321-334. DOI: 10.1080/03075070309293

McDonald, B. & Boud, D. (2003) The impact of self-assessment on achievement: the effects of self-assessment training on performance in external examinations. Assessment in Education 10(2): 209-220. DOI:10.1080/0969594032000121289

Nicol, D. (2010) The foundation for graduate attributes: developing self-regulation through self and peer-assessment. Quality Assurance Agency for higher Education: Scotland. https://www.reap.ac.uk/reap/public/Papers/DN_The%20foundation%20for%20Graduate%20Attributes.pdf

Nicol, D.J. & McFarlane-Dick, D. (2005) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 199-218. DOI: 10.1080/03075070600572090

Orsmond, P., Merry, S. & Reiling, K. (2005) Biology students’ utilization of tutors’ formative feedback: a qualitative interview study. Assessment and Evaluation in Higher Education 30(4): 369-386. DOI: 10.1080/02602930500099177

Pintrich, P.R. (1995) Understanding self-regulated learning. Jossey-Bass: San Francisco. DOI: 10.1002/tl.37219956304

Poulos, A. & Mahony, M.J. (2008) Effectiveness of feedback: the students’ perspective. Assessment and Evaluation in Higher Education 33: 143-154. Doi: 10.1080/02602930601127869

Sadler, D.R. (1989) Formative assessment and the design of instructional systems. Instructional Science 18: 119-144. DOI: 10.1007/BF00117714

Sadler, D.R. (2010) Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education 35: 535-550. DOI: 10.1080/02602930903541015

Schunk, D.H. (1984) Enhancing self-efficacy and achievement through rewards and goals: motivational and informational effects. Journal of Educational Research 78: 29-34. DOI:10.1080/00220671.1984.10885568

Schunk, D.H. (1996) Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal 33(2): 359-382. DOI: 10.3102/00028312033002359

Schunk, D.H. & Pajares, F. (2001) The development of academic self-efficacy. In: A Wigfield & JS Eccles (Eds). Development of Achievement Motivation pp 15-32. Academic Press: San Diego, Ca. DOI: 10.1016/B978-012750053-9/50003-6 Reprint available at: https://www.uky.edu/~eushe2/Pajares/SchunkPajares2001.PDF

Taras, M. (2010) Student self-assessment: processes and consequences. Teaching in Higher Education 15 (2): 199-209. DOI: 10.1080/13562511003620027

Van Dinther, M., Dochy, F. & Segers, M. (2011) Factors affecting students’ self-efficacy in higher education. Educational Research Review 6: 95-108. DOI: 10.1016/j.edurev.2010.10.003

Weaver, M. (2006) Do students value feedback? Student perceptions of tutors’ written responses. Assessment and Evaluation in Higher Education 31(3): 379-394. DOI: 10.1080/02602930500353061?needAccess=true

Wiliam, D. (2011) What is assessment for learning? Studies in Educational Evaluation 37: 3-14. DOI:10.1016/j.stueduc.2011.03.001.

Wride, M (2017) Guide to Self-Assessment. Academic Practice, University of Dublin Trinity College. Available from: https://www.academia.edu/32066589/Guide_to_Self-Assessment

Yorke, M. (2003) Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education 45: 477-501. DOI: 10.1023/A:1023967026413




DOI: https://doi.org/10.29311/ndtps.v0i14.3208

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
We use both functional and performance cookies to improve visitor experience. Continue browsing if you are happy to accept cookies. Please see our Privacy Policy for more information.
OK


New Directions in the Teaching of Physical Sciences

eISSN: 2051-3615