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- Vol 4 TE: App C
- Vol 5 RE: Chapters 2, 3, 6, 9, 14
- Vol 5 TE: App C
criteria-referenced self-assessmentassessment criteriaself-monitoringrevision processesacademic motivationteacher expectationsJournal article Evidence summaryAt a glance
This qualitative study investigates how undergraduates experienced criteria-referenced self-assessment after sustained classroom use. Fourteen students participated in gender-separated focus groups.
Key ideas
Students generally reported positive attitudes once they understood the teacher's expectations and had practised applying explicit criteria. They described using self-assessment to check work, guide revision, improve quality and grades, strengthen motivation, and support learning. Some also noticed tension between their own standards and those communicated by teachers. The research found no clear gender differences in the responses.
Why it matters
Andrade and Du interpret self-assessment as more than assigning oneself a mark: it involves internalising criteria, monitoring work, and regulating subsequent action. For educators, the study suggests that self-assessment becomes credible when criteria are transparent, learners receive repeated guided practice, and the process leads directly to opportunities for revision rather than functioning as an isolated scoring exercise.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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