Student self-assessment: why do they do it?
Abstract
This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning.
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Self-assessment improves student's motivation, engagement, and outcomes in computer-based, mobile-based, pen-paper based, and e-learning-based education environments.
“However, there are a significant number of studies giving proof that uncovers and reveals that self-assessment improves student's motivation, engagement, their outcomes in computer-based, mobilebased, pen-paper based, and e-learning-based education environment [49,50].”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [50]
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- Authors
- Yan, Z., Brown, G. T. L., Lee, J. C.-K., & Qiu, X.-L.
- Affiliations
- Education University of Hong Kong (HK)
- University of Auckland (NZ)
- University of Hong Kong (HK)
- Corresponding author
- Yan, Zi
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2019-10-07
- Volume
- 40
- Issue
- 4
- Pages
- 509-532
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2978697879
- Cited by
- 67
- References
- 80
- Citations by year
- 2026: 8 · 2025: 9 · 2024: 13 · 2023: 13 · 2022: 10 · 2021: 8 · 2020: 6
- FWCI
- 16.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology (publishedVersion)
- ResearchSpace (University of Auckland) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- student self-assessment, theory of planned behavior, self-efficacy, perceived controllability, attitudes, subjective norms, psychological safety, student self-regulation, lifelong learning, primary and secondary school students
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