Student self-assessment: why do they do it?

References

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. doi:10.1016/0749-5978(91)90020-T
   Web of Science ®Google Scholar
• Ajzen, I. (2002). Constructing a TpB questionnaire: Conceptual and methodological considerations. Retrieved from https://pdfs.semanticscholar.org/0574/b20bd58130dd5a961f1a2db10fd1fcbae95d.pdf
   Google Scholar
• Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment & Evaluation in Higher Education, 32(2), 159–181. doi:10.1080/02602930600801928
   Google Scholar
• Andrade, H. L., & Brown, G. T. L. (2016). Student self-assessment in the classroom. In G. T. L. Brown and L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 319–334). New York, NY: Routledge.
   Google Scholar
• Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43(4), 561–573. doi:10.1007/BF02293814
   Web of Science ®Google Scholar
• Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: A meta‐analytic review. British Journal of Social Psychology, 40(4), 471–499. doi:10.1348/014466601164939
   PubMed Web of Science ®Google Scholar
• Baars, M., Vink, S., Van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, 92–107. doi:10.1016/j.learninstruc.2014.04.004
   Web of Science ®Google Scholar
• Baas, D., Castelijns, J., Vermeulen, M., Martens, R., & Segers, M. (2015). The relation between Assessment for Learning and elementary students’ cognitive and metacognitive strategy use. British Journal of Educational Psychology, 85(1), 33–46. doi:10.1111/bjep.12058
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
   Google Scholar
• Bond, T. G., & Fox, C. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences (3rd ed.). New York: Routledge.
   Google Scholar
• Boud, D. (1999). Avoiding the traps: Seeking good practice in the use of self-assessment and reflection in professional courses. Social Work Education, 18(2), 121–132. doi:10.1080/02615479911220131
   Google Scholar
• Boud, D., Lawson, R., & Thompson, D. G. (2013). Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education, 38(8), 941–956. doi:10.1080/02602938.2013.769198
   Web of Science ®Google Scholar
• Brechan, I. (2016). Travel intention: Relative value of transport alternatives. Human Affairs, 26(4), 390–399. doi:10.1515/humaff-2016-0033
   Web of Science ®Google Scholar
• Brooks, V. (2002). Assessment in secondary schools: The new teacher’s guide to monitoring, assessment, recording, reporting and accountability. Buckingham, UK: Open University Press.
   Google Scholar
• Brown, G. T. L. (2004). Measuring attitude with positively packed self-report ratings: Comparison of agreement and frequency scales. Psychological Reports, 94(3), 1015–1024. doi:10.2466/pr0.94.3.1015-1024
   PubMed Web of Science ®Google Scholar
• Brown, G. T. L., Andrade, H., & Chen, F. (2015). Accuracy in student self-assessment: Directions and cautions for research. Assessment in Education: Principles, Policy & Practice, 22(4), 444–457. doi:10.1080/0969594X.2014.996523
   Web of Science ®Google Scholar
• Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 367–393). Thousand Oaks, CA: Sage.
   Google Scholar
• Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3(1), 22–30. doi:10.14786/flr.v2i1.24
   Google Scholar
• Burrus, J., & Moore, R. (2016). The incremental validity of beliefs and attitudes for predicting mathematics achievement. Learning and Individual Differences, 50, 246–251. doi:10.1016/j.lindif.2016.08.019
   Web of Science ®Google Scholar
• Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245–281.
   Web of Science ®Google Scholar
• Cassidy, S. (2007). Assessing ‘inexperienced’ students’ ability to self-assess: Exploring links with learning style and academic personal control. Assessment & Evaluation in Higher Education, 32(3), 313–330. doi:10.1080/02602930600896704
   Google Scholar
• Cheng, K.-H., & Tsai, C.-C. (2012). Students’ interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment. Australasian Journal of Educational Technology, 28(4), 599–618. doi:10.14742/ajet.830
   Web of Science ®Google Scholar
• Collins, S. E., Witkiewitz, K., & Larimer, M. E. (2011). The theory of planned behavior as a predictor of growth in risky college drinking. Journal of Studies on Alcohol and Drugs, 72(2), 322–332. doi:10.15288/jsad.2011.72.322
   PubMed Web of Science ®Google Scholar
• Cooke, R., Dahdah, M., Norman, P., & French, D. P. (2016). How well does the theory of planned behaviour predict alcohol consumption? A systematic review and meta-analysis. Health Psychology Review, 10(2), 148–167. doi:10.1080/17437199.2014.947547
   PubMed Web of Science ®Google Scholar
• Cowie, B. (2009). My teacher and my friends helped me learn: Student perceptions and experiences of classroom assessment. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 85–105). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Dodeen, H. (2015). The effects of positively and negatively worded items on the factor structure of the UCLA Loneliness Scale. Journal of Psychoeducational Assessment, 33(3), 259–267. doi:10.1177/0734282914548325
   Web of Science ®Google Scholar
• Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. doi:10.2307/2666999
   Web of Science ®Google Scholar
• Fan, X., & Sivo, S. A. (2007). Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research, 42(3), 509–529. doi:10.1080/00273170701382864
   Web of Science ®Google Scholar
• Fastré, G. M. J., van der Klink, M. R., Sluijsmans, D., & van Merriënboer, J. J. G. (2012). Drawing students’ attention to relevant assessment criteria: Effects on self-assessment skills and performance. Journal of Vocational Education & Training, 64(2), 185–198. doi:10.1080/13636820.2011.630537
   Google Scholar
• Fife-Schaw, C., Sheeran, P., & Norman, P. (2007). Simulating behaviour change interventions based on the theory of planned behaviour: Impacts on intention and action. British Journal of Social Psychology, 46(1), 43–68.
   PubMed Web of Science ®Google Scholar
• Hagger, M. S., Sultan, S., Hardcastle, S. J., & Chatzisarantis, N. L. D. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111–123. doi:10.1016/j.cedpsych.2014.12.002
   Web of Science ®Google Scholar
• Harris, L. R., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers’ implementation. Teaching and Teacher Education, 36, 101–111. doi:10.1016/j.tate.2013.07.008
   Web of Science ®Google Scholar
• Harris, L. R., & Brown, G. T. L. (2018). Using self-assessment to improve student learning. New York, NY: Routledge.
   Google Scholar
• Hendricks, K. S. (2016). The sources of self-efficacy: Educational research and implications for music. Update: Applications of Research in Music Education, 35(1), 32–38. doi:10.1177/8755123315576535
   Google Scholar
• Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
   Google Scholar
• Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. doi:10.1037//1082-989X.3.4.424
   Web of Science ®Google Scholar
• Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243–258. doi:10.1007/s10734-009-9245-6
   Web of Science ®Google Scholar
• Jackson, J. W. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70(3), 243–254. doi:10.1080/00220970209599508
   Web of Science ®Google Scholar
• Kennedy, K. J., Chan, J. K. S., & Fok, P. K. (2011). Holding policy-makers to account: Exploring ‘soft’ and ‘hard’ policy and the implications for curriculum reform. London Review of Education, 9(1), 41–54. doi:10.1080/14748460.2011.550433
   Google Scholar
• Kissling, E. M., & O’Donnell, M. E. (2015). Increasing language awareness and self-efficacy of FL students using self-assessment and the ACTFL proficiency guidelines. Language Awareness, 24(4), 283–302. doi:10.1080/09658416.2015.1099659
   Web of Science ®Google Scholar
• McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40–49.
   Google Scholar
• Mok, M. M. C., Kennedy, K. J., & Zhu, J. (2013). Adolescents’ civic engagement: A study of five Asian societies. In G. A. D. Liem, & A. Bernardo (Eds.), Advancing cross-cultural perspectives on educational psychology: A Festschrift for Dennis McInerney (pp. 168–192). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Mok, V., & Lee, A. Y. K. (2013). A case study on application of the Theory of Planned Behaviour: Predicting physical activity of adolescents in Hong Kong. Journal of Community Medicine & Health Education, 3(5), 231–236. doi:10.4172/2161-0711.1000231
   Google Scholar
• Molina, J. G., Rodrigo, M. F., Losilla, J.-M., & Vives, J. (2014). Wording effects and the factor structure of the 12-item General Health Questionnaire (GHQ-12). Psychological Assessment, 26(3), 1031–1037. doi:10.1037/a0036472
   PubMed Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (2017). Mplus user’s guide (Version 8.0) [Computer software and manual]. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551–576.
   Google Scholar
• Panadero, E., Alonso-Tapia, J., & Antonio, H. J. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806–813. doi:10.1016/j.lindif.2012.04.007
   Web of Science ®Google Scholar
• Panadero, E., Brown, G. T., & Strijbos, J. W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. doi:10.1007/s10648-015-9350-2
   Web of Science ®Google Scholar
• Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98.
   Web of Science ®Google Scholar
• Perugini, M., & Bagozzi, R. P. (2001). The role of desires and anticipated emotions in goal-directed behaviors: Broadening and deepening the theory of planned behavior. British Journal of Social Psychology, 40(1), 79–98. doi:10.1348/014466601164704
   PubMed Web of Science ®Google Scholar
• Raider-Roth, M. B. (2005). Trusting what you know: Negotiating the relational context of classroom life. Teachers College Record, 107(4), 587–628.
   Web of Science ®Google Scholar
• Rasch, G. (1960). Probabilistic models for some intelligence and achievement test. Copenhagan, Denmark: Danish Institute for Educational Research.
   Google Scholar
• Rivis, A., Sheeran, P., & Armitage, C. J. (2009). Expanding the affective and normative components of the theory of planned behavior: A meta-analysis of anticipated affect and moral norms. Journal of Applied Social Psychology, 39(12), 2985–3019. doi:10.1111/j.1559-1816.2009.00558.x
   Web of Science ®Google Scholar
• Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (2002). Influences on student cognitions about evaluation. Assessment in Education: Principles, Policy & Practice, 9(1), 81–95. doi:10.1080/09695940220119201
   Google Scholar
• Rotsaert, T., Panadero, E., Estrada, E., & Schellens, T. (2017). How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders. Studies in Educational Evaluation, 53, 29–40. doi:10.1016/j.stueduc.2017.02.003
   Web of Science ®Google Scholar
• Sargeant, J., Armson, H., Chesluk, B., Dornan, T., Eva, K., Holmboe, E., … van der Vleuten, C. (2010). The processes and dimensions of informed self-assessment: A conceptual model. Academic Medicine, 85(7), 1212–1220. doi:10.1097/ACM.0b013e3181d85a4e
   PubMed Web of Science ®Google Scholar
• Siegesmund, A. (2016). Increasing student metacognition and learning through classroom-based learning communities and self-assessment. Journal of Microbiology & Biology Education, 17, 204–214. doi:10.1128/jmbe.v17i2.954
   PubMed Web of Science ®Google Scholar
• Smith, R. M. (2004). Fit analysis in latent trait measurement models. In E. V. Smith & R. M. Smith (Eds.), Introduction to Rasch measurement: Theory, models and applications (pp. 73–92). Maple Grove, MN: JAM Press.
   Google Scholar
• Stanec, A. D. S. (2009). The Theory of Planned Behavior: Predicting teachers’ intentions and behavior during fitness testing. Journal of Teaching in Physical Education, 28(3), 255–271. doi:10.1123/jtpe.28.3.255
   Web of Science ®Google Scholar
• Su, C.-M., & Wang, W.-C. (2010). Nonlinear structural equation models: An item response modeling approach to categorical response variables. Journal of Educational Research and Development, 6, 1–45.
   Google Scholar
• Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76(3), 467–481. doi:10.1007/s10734-017-0220-3
   Web of Science ®Google Scholar
• Trafimow, D., Sheeran, P., Conner, M., & Finlay, K. A. (2002). Evidence that perceived behavioral control is a multidimensional construct: Perceived control and perceived difficulty. British Journal of Social Psychology, 41(1), 101–121. doi:10.1348/014466602165081
   PubMed Web of Science ®Google Scholar
• Troop, M., Wallar, L., & Aspenlieder, E. (2015). Developing graduate students’ self-efficacy with learner-centred lecturing. Canadian Journal of Higher Education, 45(3), 15–33.
   Web of Science ®Google Scholar
• Tucker, A. L., Nembhard, I. M., & Edmondson, A. (2007). Implementing new practices: An empirical study of organizational learning in hospital intensive care units. Management Science, 53(6), 894–907. doi:10.1287/mnsc.1060.0692
   Web of Science ®Google Scholar
• van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. doi:10.1016/j.edurev.2010.10.003
   Web of Science ®Google Scholar
• Van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2009). Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features. Educational Research Review, 4(1), 41–54.
   Web of Science ®Google Scholar
• Van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal factors and conceptions. Learning and Instruction, 20(4), 280–290. doi:10.1016/j.learninstruc.2009.08.010
   Web of Science ®Google Scholar
• Van Rooij, E. C. M., Jansen, E. P. W. A., & Van de Grift, W. J. C. M. (2017). Factors that contribute to secondary school students’ self-efficacy in being a successful university student. Research in Post-Compulsory Education, 22(4), 535–555. doi:10.1080/13596748.2017.1381301
   Web of Science ®Google Scholar
• Wu, M. L., Adams, R. J., Wilson, M. R., & Haldane, A. A. (2007). ACER ConQuest [Computer program and manual]. Victoria, Australia: ACER Press.
   Google Scholar
• Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the Theory of Planned Behaviour. Educational Research and Evaluation, 20(2), 83–97. doi:10.1080/13803611.2013.877394
   Google Scholar
• Yan, Z. (2016). The self-assessment practices of Hong Kong secondary students: Findings with a new instrument. Journal of Applied Measurement, 17(3), 335–353.
   PubMedGoogle Scholar
• Yan, Z. (2018a). Student self-assessment practices: The role of gender, year level, and goal orientation. Assessment in Education: Principles, Policy & Practice, 25(2), 183–199. doi:10.1080/0969594X.2016.1218324
   Web of Science ®Google Scholar
• Yan, Z. (2018b). The Self-assessment Practice Scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123–135. doi:10.1007/s40299-018-0371-8
   Web of Science ®Google Scholar
• Yan, Z. (2019). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education. Advance online publication. doi:10.1080/02602938.2019.1629390
   Web of Science ®Google Scholar
• Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262. doi:10.1080/02602938.2016.1260091
   Web of Science ®Google Scholar
• Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128–136.
   Web of Science ®Google Scholar
• Yan, Z., & Sin, K. F. (2014). Inclusive education: Teachers’ intentions and behaviour analyzed from the viewpoint of the Theory of Planned Behaviour. International Journal of Inclusive Education, 18(1), 72–85. doi:10.1080/13603116.2012.757811
   Web of Science ®Google Scholar
• Yan, Z., & Sin, K. F. (2015). Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour. Cambridge Journal of Education, 45(2), 205–221. doi:10.1080/0305764X.2014.934203
   Web of Science ®Google Scholar
• Zhan, Y., Fang, Y., Wei, K.-K., & Chen, H. (2010). Exploring the role of psychological safety in promoting the intention to continue sharing knowledge in virtual communities. International Journal of Information Management, 30(5), 425–436. doi:10.1016/j.ijinfomgt.2010.02.003
   Web of Science ®Google Scholar