Cited by 221Student Assessment and FeedbackEvaluation of Teaching PracticesHigher Education Practises and Engagement

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Does student engagement in self-assessment calibrate their judgement over time?

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Boud, David, Lawson, Romy, Thompson, Darrall G.·2013·Assessment & Evaluation in Higher Education

DOI 10.1080/02602938.2013.769198

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Abstract

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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Authors: Boud, D., Lawson, R., & Thompson, D. G.
Affiliations: University of Technology Sydney (AU)
James Cook University (AU)
Corresponding author: Boud, David
ORCID: Boud, David
Thompson, Darrall G.
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
DOI: 10.1080/02602938.2013.769198
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

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Does student engagement in self-assessment calibrate their judgement over time?

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