Student self-assessment skills are essential for life-long learning. Research has been done on self-assessment interventions and their effects, but mostly with minimal attention to the technological elements of these interventions. This project performs a systematic review to create an overview of the technological elements of effective interventions and to develop a model of tool features for student self-assessment support.

Background information

Student self-assessment skills are an important element of self-regulated learning, and thus foundational to lifelong learning. Much research has already been done on the effectiveness of self-assessment in which interventions focused on specific design features and their effects. However, information on the technological aspects of the application of these features is limited, while research points out that the support of technology can make student self-assessment more effective. Improving student self-assessment with more technological support can help students develop self-assessment skills.

Project description

This project conducts a systematic review to develop an overview of technological implementations of student self-assessment interventions and their effectiveness in higher education. We used three databases for our literature search: Scopus, ACM Digital Library, and IEEE Xplore. Scopus includes all major journals regarding technology in education and ACM/IEEE are more technology-focused and also include likely relevant conference proceedings. Publications from the last ten years were included in the review to ensure covering of the latest technological developments.

Aims

This project has two objectives:

• Creating an overview of current tools with information on their effectiveness.
• Developing a model of tool features for student self-assessment support.

Results and conclusions

The review led to a set of 63 relevant publications which are currently being analyzed. Results of the analysis will be presented in a publication.

References

• Boud, D., Lawson, R., & Thompson, D. G. (2013). Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education, 38(8), 941–956. https://doi.org/10.1080/02602938.2013.769198
• Brown, G., & Harris, L. (2014). The future of self-assessment in classroom practice: Reframing self- assessment as a core competency. Frontline Learning Research, 2(1) https://doi.org/10.14786/flr.v2i1.24
• Li, M., & Zhang, X. (2021). A meta-analysis of self-assessment and language performance in language testing and assessment. Language Testing, 38(2), 189–218. https://doi.org/10.1177/0265532220932481
• Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
• Taranto, D., & Buchanan, M. T. (2020). Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach. Discourse and Communication for Sustainable Education, 11(1), 5–15. https://doi.org/10.2478/dcse-2020-0002
• Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation. Educational Psychology Review, 35(3), 81. https://doi.org/10.1007/s10648-023-09799-1