Does student engagement in self-assessment calibrate their judgement over time? Boud,D, Lawson,R and Thompson,DG 2013, Does student engagement in self-assessment calibrate their judgement over time?, Assessment & evaluation in higher education, vol. 38, no. 8, pp. 941-956, doi: 10.1080/02602938.2013.769198. Attached Files Name Description MIMEType Size Downloads Title Does student engagement in self-assessment calibrate their judgement over time? Author(s) Boud,D orcid.org/0000-0002-6883-2722 Lawson,R Thompson,DG Journal name Assessment & evaluation in higher education Volume number 38 Issue number 8 Start page 941 End page 956 Total pages 16 Publisher Taylor & Francis Place of publication London, Eng. Publication date 2013 ISSN 0260-2938 1469-297X Keyword(s) self-assessment judgement student participation learning assessment software Summary One of the implicit aims of higher education is to enable students to become better judges of their own work. This paper examines whether students who voluntarily engage in self-assessment improve in their capacity to make those judgements. The study utilises data from a web-based marking system that provides students with the opportunity to assess themselves on each criterion for each assessment task throughout a programme of study. Student marks were compared with those from tutors to plot changes over time. The findings suggest that overall students’ judgements do converge with those of tutors, but that there is considerable variation across achievement levels, with weaker students showing little improvement. Whilst the study is limited by the exigencies of voluntary participation and thus consequential gaps in the data set, it shows how judgement over time can be demonstrated and points to the potential for more systematic interventions to improve students’ judgements. It also illustrates the use of the web-based marking and feedback software (ReView) that has considerable utility in aiding self-assessment research. Language eng DOI 10.1080/02602938.2013.769198 Field of Research 130103 Higher Education 130303 Education Assessment and Evaluation Socio Economic Objective 930101 Learner and Learning Achievement HERDC Research category C1.1 Refereed article in a scholarly journal Copyright notice ©2013, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30071802 Document type: Journal Article Collections: Centre for Research in Assessment and Digital Learning (CRADLE) 2018 ERA Submission Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 26 Mar 2015, 13:03:51 EST Fri, 27 Mar 2015, 04:03:18 EST Thu, 02 Apr 2015, 14:17:49 EST Wed, 08 Apr 2015, 10:53:16 EST Tue, 23 Jun 2015, 10:25:00 EST Wed, 07 Sep 2016, 08:50:29 EST Sat, 13 Jan 2018, 01:43:43 EST Tue, 23 Jan 2018, 11:06:42 EST Filtered Full Citation counts:   Cited 27 times in TR Web of Science Cited 37 times in Scopus Search Google Scholar Access Statistics: 150 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Thu, 26 Mar 2015, 13:03:51 EST

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