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Does student engagement in self-assessment calibrate their judgement over time?

journal contribution
posted on 01.01.2013, 00:00 authored by David BoudDavid Boud, Romy Lawson, Darrall G Thompson
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.

History

Journal

Assessment & evaluation in higher education

Volume

38

Issue

8

Pagination

941 - 956

Publisher

Taylor & Francis

Location

London, Eng.

ISSN

0260-2938

eISSN

1469-297X

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2013, Taylor & Francis