Covering both higher education and school education, this book
contributes to the field of assessment by providing a systematic
account of student self-assessment based on a consistent
conceptualisation. Yan advocates viewing self-assessment as an
active and reflective process and using it as a learning strategy
rather than an assessment method. He builds on a newly-developed
self-assessment model adopting a process perspective and
synthesises a series of interrelated empirical investigations into
the whole "chain" of student self-assessment research. The research
encompassed in the volume spans from self-assessment practices and
measurement, through predictors of self-assessment, its interweaved
relationship with self-regulated learning and feedback literacy,
impact on student learning outcomes, to designing sustainable
self-assessment interventions. The empirical evidence is from a
wide range of current scholarship to ensure that the principles and
implications conveyed are applicable internationally. Policymakers,
students and scholars in educational assessment, educational
psychology, and teaching and instruction will find the theoretical
explorations and empirical investigations contained within useful,
to show how student self-assessment could be better conceptualised,
researched, and practised.
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