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.

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Title Does student engagement in self-assessment calibrate their judgement over time?
Author(s) Boud,DORCID iD for Boud,D
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
Keyword(s) self-assessment
student participation
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
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