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- Vol 5 RE: Chapter 9
student self-assessmentassessment accuracytask expertiseself-assessment typologiesexternal judgement agreementlearner differencesJournal article Evidence summaryAt a glance
Panadero, Brown, and Strijbos review what research has established—and still needs to establish—about student self-assessment.
Key ideas
They distinguish five areas of uncertainty: competing typologies of self-assessment, the accuracy of students’ judgements, the role of task expertise, relations between student and teacher or curricular expectations, and differential effects for different learners. The review shows that the term self-assessment covers several practices, even though studies often treat it as a single uniform construct. It examines factors affecting realism or agreement with external judgements and argues that sufficient knowledge of the task may be necessary for accurate evaluation. The authors also question whether accuracy should always be the sole goal and consider how lower-performing students can be supported.
Why it matters
Their agenda calls for clearer definitions, stronger designs, and analysis of whom particular self-assessment practices help and under what conditions.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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