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Does student engagement in self-assessment calibrate their judgement over time?
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One of the implicit aims of higher education is to enable students to become better judges of their own work. This paper examines whether students who voluntarily engage in self-assessment improve in their capacity to make those judgements. The study utilises data from a web-based marking system that provides students with the opportunity to assess themselves on each criterion for each assessment task throughout a programme of study. Student marks were compared with those from tutors to plot changes over time. The findings suggest that overall students’ judgements do converge with those of tutors, but that there is considerable variation across achievement levels, with weaker students showing little improvement. Whilst the study is limited by the exigencies of voluntary participation and thus consequential gaps in the data set, it shows how judgement over time can be demonstrated and points to the potential for more systematic interventions to improve students’ judgements. It also illustrates the use of the web-based marking and feedback software (ReView) that has considerable utility in aiding self-assessment research.
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“This points to an improvement in students ' evaluative expertise over time (Sadler 2010) as they related their evaluations to the evaluations of others; they reflected whether their judgements were appropriate or not, looking for ways to improve future feedback content and wondering what they had missed in making their judgements that others had noticed (Boud et al. 2013).”
From Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018) · cites this paper as Boud et al. 2013
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Metadata
- Authors
- Boud, D., Lawson, R., & Thompson, D. G.
- Affiliations
- University of Technology Sydney (AU)
- James Cook University (AU)
- Corresponding author
- Boud, David
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2013-02-20
- Volume
- 38
- Issue
- 8
- Pages
- 941-956
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2076448853
- Cited by
- 221
- References
- 34
- Citations by year
- 2026: 15 · 2025: 13 · 2024: 30 · 2023: 21 · 2022: 13 · 2021: 22 · 2020: 17 · 2019: 19 · 2018: 16 · 2017: 15 · 2016: 16 · 2015: 10 · 2014: 11 · 2013: 2
- FWCI
- 62.90
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- UTS ePRESS (University of Technology Sydney) (submittedVersion)
- ResearchOnline - JCU (James Cook University) (submittedVersion)
- Murdoch University Research Portal (submittedVersion)
- Research Online (University of Wollongong) (submittedVersion)
- Middlesex University Research Repository (Middlesex University Of London) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- student self-assessment, student feedback, achievement level differences, student self-regulation, higher education assessment
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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