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Self-assessment in the process of self-regulated learning and its relationship with academic achievement
Abstract
Despite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is understudied. The present study aimed to investigate the characteristics of self-assessment practices at different SRL phases and its relationship with academic achievement. Using a course assignment as the learning task, sixty-three students enrolled in a one-year master programme in a teacher education institute responded to an instrument assessing their self-assessment practices (including four self-assessment actions) at the SRL Preparatory, Performance and Appraisal phases of the task. Their final scores of the assignment were also collected. The results showed that self-assessment is a fundamental skill for SRL and occurs at each SRL phase with different patterns. Autoregressive relationships were found for all self-assessment actions between different SRL phases. Self-reflection at Performance phase was found to influence feedback seeking at Appraisal phase. Self-directed feedback seeking through monitoring at Performance phase was the strongest and positive predictor of academic achievement; and achievement had negative impact on all self-assessment actions at Appraisal phase. This study may assist educators and researchers to better understand the complexity of self-assessment in relation to learning process.
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“It is widely reported in many reviews and empirical studies that self-assessment can benefit academic achievement.”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [46]
In the citing paper
“It can be achieved through the activities such as selfgrading and self-regulated learning [45,46].”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [46]
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WILANTARA, I. P. E., Suma, K., Suarni, N. K., & Candiasa, . M. (2021) · PERIÓDICO TCHÊ QUÍMICA · doi:10.52571/ptq.v18.n37.2021.10_wilantara_pgs_149_163.pdf
Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders
Murtiningsih, S. R., & Laili, R. I. N. (2023) · E3S Web of Conferences · doi:10.1051/e3sconf/202344005007
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“Concurrently, the empirical study establishes that individuals with high self-achievement obtain more confidence, which leads to more exertion, persistence, and even higher ranks of self-efficacy (Zi, 2020).”
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“Science is a comprehensive concept encompassing scientists' skills and perspectives [21].”
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PERAN PRIOR KNOWLEDGE DALAM SELF REGULATION SISWA PADA MATERI SISTEM REPRODUKSI
Toharudin, U. (2023) · JURNAL BIOEDUKASI · doi:10.33387/bioedu.v6i1.5977 · Cited by 3
“Belajar berdasarkan regulasi diri merupakan upaya aktif individu untuk meraih tujuan yang direncanakan dalam aktivitas belajar dengan menggunakan strategi yang melibatkan kemampuan kognitif, afektif dan perilaku (Yan, 2019).”
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Assessment of Future Skills Learning: Changing Futures in Higher Education
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ENGAGING STUDENTS THROUGH SELF-ASSESSMENT IN PRACTICAL CLASSES
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“External feedback comes from interaction with lecturers, peers, and learning content, whereas internal feedback refers to self-generated 'implicit information' via their internal states (Yan, 2019).”
BackgroundExploring the Potential of Self-Assessment for Teachers’ Development of ICT Competencies and Beliefs
Abbiati, G., Azzolini, D., Balanskat, A., Engelhart, K., Piazzalunga, D., Rettore, E., & Wastiau, P. (2025) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737241310449 · Cited by 4
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Using Self-assessment to Develop Student Assessment Literacy
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Machine Learning Methods for Academic Achievement Prediction: A Bibliometric Review
Nugraha, F., Widowati, W., & Sugiharto, A. (2025) · JURNAL SISTEM INFORMASI BISNIS · doi:10.14710/vol15iss2pp221-226
“Academic achievement heavily depends on classroom results, which indicate how well students have met the learning objectives (Yan, 2020).”
Review of Systematic Literature about Sentiment Analysis Techniques
Sasongko, C. D., Isnanto, R. R., & Widodo, A. P. (2025) · JURNAL SISTEM INFORMASI BISNIS · doi:10.14710/vol15iss2pp227-236
Ogbuanya, T. C., & Adebayo, T. F. (2025) · Industry and Higher Education · doi:10.1177/09504222251375629 · Cited by 3
“Students may set personal goals related to a particular task or assignment which can help them re fl ect on the value of the task and its potential impact on their learning and development (Yan, 2020).”
Yükseköğretimde Öz ve Akran Değerlendirmelerinin Anlamlı Öğrenme Üzerine Etkisi
Kılıçgün, M. Y. (2025) · Üniversite Araştırmaları Dergisi · doi:10.32329/uad.1727327
Metadata
- Authors
- Yan, Z.
- Affiliations
- Education University of Hong Kong (HK)
- Corresponding author
- Yan, Zi
- ORCID
- Yan, Zi
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2019-06-26
- Volume
- 45
- Issue
- 2
- Pages
- 224-238
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2955338425
- Cited by
- 217
- References
- 44
- Citations by year
- 2026: 22 · 2025: 38 · 2024: 39 · 2023: 49 · 2022: 39 · 2021: 23 · 2020: 6 · 2019: 1
- FWCI
- 46.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- self-assessment, student self-regulation, academic performance, self-reflection, feedback seeking, self-monitoring, pre-service teachers, course assignments
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