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Student Self-Assessment As a Process for Learning.

Bibliographic Details
Main Author: Yan, Zi.
Format: eBook
Language:English
Published: Milton : Taylor & Francis Group, 2022.
Edition:1st ed.
Series:Routledge Series on Schools and Schooling in Asia Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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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