The DOI matches its Crossref record; 60 of the 62 references it cites were found in a registry or an index.
A cyclical self-assessment process: towards a model of how students engage in self-assessment
Abstract
While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took part in in-depth interviews focusing on the common actions students normally undertake to self-assess. The findings identified the following three actions that are commonly undertaken in the self-assessment process: (1) determining the performance criteria, (2) self-directed feedback seeking and (3) self-reflection. The paper discusses the implications of the findings and concludes with suggestions for promoting student self-assessment.
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“Hence, the involvement of students in their own assessment process can increase their success rate [43,44].”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [44]
Citations
Cites
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Research works printed but not linked: 6
- 10.5790/hongkong/9789622099579.001.0001 · DOI
- Brown G. T. L., 2010, Contemporary Educational Assessment: Practices, Principles, and Policies
- Curriculum Development Council, 2000, Learning to Learn – The Way Forward in Curriculum
- 10.1002/job.v31:2/3 · DOI
- McMillan J. H., 2008, Educational Horizons, 87, 40
- Yan Z., 2016, Journal of Applied Measurement, 17, 335
Cited by
Sorted by citations
A Critical Review of Research on Student Self-Assessment
Andrade, H. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00087 · Cited by 810
Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022) · Mathematical Problems in Engineering · doi:10.1155/2022/5215722 · Cited by 444
The power of internal feedback: Exploiting natural comparison processes
Nicol, D. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1823314 · Cited by 402
A review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389
Yan, Z. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1629390 · Cited by 217
Self-citation
Metadata
- Authors
- Yan, Z., & Brown, G. T. L.
- Affiliations
- Education University of Hong Kong (HK)
- University of Auckland (NZ)
- Corresponding author
- Yan, Zi
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2016-11-22
- Volume
- 42
- Issue
- 8
- Pages
- 1247-1262
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2555158377
- Cited by
- 275
- References
- 62
- Citations by year
- 2026: 37 · 2025: 41 · 2024: 36 · 2023: 50 · 2022: 47 · 2021: 33 · 2020: 12 · 2019: 11 · 2018: 6 · 2017: 2
- FWCI
- 28.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- ResearchSpace (University of Auckland) (submittedVersion)
- Funders
- GRF
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- student self-assessment, self-reflection, performance standards, pre-service teachers, undergraduate students
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