Student Self-Assessment As a Process for Learning.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of tables -- Acknowledgement -- Series editor's note -- Foreword -- Chapter 1: Student self-assessment: A process for learning -- Historical trends in research on student self-assessment -- Self-assessment as a process for learning -- Formative use of self-assessment -- Structure of the book -- References -- Chapter 2: Developing a self-assessment process model -- Unpack the self-assessment process -- The cyclical process model of self-assessment -- Action 1: Determining performance criteria -- Action 2: Self-directed feedback seeking -- Action 3: Self-reflection -- Calibration of self-assessment judgements -- Implications associated with the self-assessment process -- Determining performance criteria -- Self-directed feedback seeking -- Self-reflection -- Calibration of self-assessment judgements -- Conclusion -- References -- Chapter 3: Assessing self-assessment practices -- How to assess self-assessment practices? -- The Self-assessment Practice Scale (SaPS) -- Scale development -- Sample -- Data analysis -- Results -- Exploratory factor analysis -- Confirmatory factor analysis -- Rasch analysis -- Reliability -- Directions for further development of the SaPS -- How to use the SaPS -- Note -- References -- Appendix: Self-assessment Practices Scale (SaPS) -- Seeking External Feedback through Monitoring (SEFM) -- Seeking External Feedback through Inquiry (SEFI) -- Seeking Internal Feedback (SIF) -- Self-Reflection (SR) -- Chapter 4: The extended use of the Self-assessment Practice Scale -- Study 1: The Short Form Self-assessment Practice Scale (SaPS-SF) -- Item selection -- Psychometric properties of the SaPS-SF -- Study 2: Applying the SaPS in professional training contexts -- Item modification.

Psychometric properties of the revised scale -- References -- Chapter 5: Predictors of student self-assessment -- The theoretical framework for investigating predictors of self-assessment practice -- The study -- Participants -- Instruments -- Data analysis -- Results -- Psychometric properties of the scales -- Descriptive statistics -- Primary analysis -- Discussion -- Predictors of self-assessment intention -- Predictors of self-assessment practice -- Implications for future research -- Conclusions -- References -- Chapter 6: The effect of self-assessment on academic performance -- Moderators of the influences of self-assessment on academic performance -- The study -- Research aim and research questions -- Methods -- Search strategies -- Selection of studies -- Data extraction -- Coding explicit and implicit self-assessment -- Effect size calculation -- Results -- The overall effect of self-assessment interventions -- Moderator analysis for the overall effect of self-assessment interventions -- Moderator analysis for the effect of self-assessment interventions with explicit feedback -- Discussion -- Overall effect of self-assessment -- Difference between the effect of explicit and implicit self-assessment -- Moderators of self-assessment -- Conclusion -- References -- Chapter 7: Self-assessment and self-regulated learning -- Self-assessment and self-regulated learning -- The study -- Participants -- Design -- Instrument -- Data analysis -- Results -- The relationship between self-assessment practices at different SRL phases and academic achievement -- Discussion -- Relationships between self-assessment actions at different SRL phases -- Relationships between self-assessment actions and academic achievement -- Limitations and future directions -- Conclusion -- References -- Chapter 8: Self-assessment and feedback literacy.

Student feedback literacy -- Student self-assessment -- Interplay between feedback literacy and self-assessment -- Common principles underlying feedback literacy and self-assessment -- Linking to self-regulated and co-regulated learning -- Active student roles -- Recommended feedback practices in the self-assessment process -- Step 1: Determining and applying assessment criteria -- Recommended practices for step 1 -- Step 2: Self-reflection -- Recommended practices for step 2 -- Step 3: Self-assessment judgement and calibration -- Recommended practices for step 3 -- Implications and conclusion -- References -- Chapter 9: Sustainable self-assessment interventions -- Diaries and reactivity effect -- The study -- Participants -- Design and procedure -- Materials -- The intervention: standardised self-assessment diaries -- Data analysis -- Statistical analyses of controlled experiment data -- Analysis of data from focus groups -- Results -- Results of controlled experiment data -- Results of focus group data -- Discussion -- Effect on effort-regulation, self-reflection, self-efficacy and intrinsic value -- Effect on academic achievement and the interaction with students' prior academic achievements -- Implications for practice -- Limitations and future studies -- Conclusion -- References -- Chapter 10: Self-assessment for learning: Future agendas -- Self-assessment accuracy -- Building useful models of the internal process of self-assessment -- Self-assessment in online learning environments -- Self-assessment and the development of long-term capacities -- Concluding note: The "self" and "assessment" -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.