How do students self-assess? examining the metacognitive processes of student self-assessment.
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| Title: | How do students self-assess? examining the metacognitive processes of student self-assessment. |
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| Authors: | Rickey, Nathan1 (AUTHOR) nathan.rickey@queensu.ca, Panadero, Ernesto2,3,4 (AUTHOR) ernesto.panadero@dcu.ie, DeLuca, Christopher1 (AUTHOR) cdeluca@queensu.ca |
| Source: | Metacognition & Learning. 6/23/2025, Vol. 20 Issue 1, p1-29. 29p. |
| Subject Terms: | *Self-regulated learning, *Assessment of education, *Self-evaluation, *Goal (Psychology), *College students, *Metacognition |
| Abstract: | Self-assessment is foundational to self-regulated learning and academic achievement. As such, education systems globally are called to foster student self-assessment; however, research continues to indicate that educators and students struggle to cultivate student self-assessment. A core barrier to supporting student self-assessment is that the metacognitive processes that shape self-assessment—i.e., how students monitor and control their self-assessment processes—are not yet understood, meaning that supporting students in developing their self-assessment processes is implausible. This study aimed to investigate the metacognitive processes of students engaged in self-assessment. We recruited English-speaking university students (N = 25) to participate. In a lab, participants self-assessed and revised their own essays on a computer with access to on-screen self-assessment resources (e.g., rubric, exemplars). Participants' thoughts, emotions, and actions were captured via gaze-cued retrospective think alouds. Using a general inductive approach, we identified two overarching themes in the think aloud data: metacognitive experiences and metacognitive skills. Metacognitive experiences, especially feelings of difficulty, helped participants monitor their self-assessment processes. Metacognitive skills (e.g., goal setting/reasoning, selecting a strategy) expressed the ways that participants controlled their self-assessment processes and indicate that students are continuously updating their goals to direct their self-assessment processes and drawing on metacognitive self-knowledge. Findings elucidate mechanisms whereby self-assessment may foster metacognition. By explicitly teaching students the metacognitive processes of self-assessment and supporting students in making their self-assessment metacognition explicit, educators may use self-assessment to foster co-regulated learning and develop students' self-regulated learning. Findings advance descriptive aspects of self-assessment theory, providing an initial empirical understanding of the metacognitive dimension of student self-assessment. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Self-assessment is foundational to self-regulated learning and academic achievement. As such, education systems globally are called to foster student self-assessment; however, research continues to indicate that educators and students struggle to cultivate student self-assessment. A core barrier to supporting student self-assessment is that the metacognitive processes that shape self-assessment—i.e., how students monitor and control their self-assessment processes—are not yet understood, meaning that supporting students in developing their self-assessment processes is implausible. This study aimed to investigate the metacognitive processes of students engaged in self-assessment. We recruited English-speaking university students (N = 25) to participate. In a lab, participants self-assessed and revised their own essays on a computer with access to on-screen self-assessment resources (e.g., rubric, exemplars). Participants' thoughts, emotions, and actions were captured via gaze-cued retrospective think alouds. Using a general inductive approach, we identified two overarching themes in the think aloud data: metacognitive experiences and metacognitive skills. Metacognitive experiences, especially feelings of difficulty, helped participants monitor their self-assessment processes. Metacognitive skills (e.g., goal setting/reasoning, selecting a strategy) expressed the ways that participants controlled their self-assessment processes and indicate that students are continuously updating their goals to direct their self-assessment processes and drawing on metacognitive self-knowledge. Findings elucidate mechanisms whereby self-assessment may foster metacognition. By explicitly teaching students the metacognitive processes of self-assessment and supporting students in making their self-assessment metacognition explicit, educators may use self-assessment to foster co-regulated learning and develop students' self-regulated learning. Findings advance descriptive aspects of self-assessment theory, providing an initial empirical understanding of the metacognitive dimension of student self-assessment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15561623 |
| DOI: | 10.1007/s11409-025-09430-4 |
