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] |
| Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186104249 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How do students self-assess? examining the metacognitive processes of student self-assessment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rickey%2C+Nathan%22">Rickey, Nathan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> nathan.rickey@queensu.ca</i><br /><searchLink fieldCode="AR" term="%22Panadero%2C+Ernesto%22">Panadero, Ernesto</searchLink><relatesTo>2,3,4</relatesTo> (AUTHOR)<i> ernesto.panadero@dcu.ie</i><br /><searchLink fieldCode="AR" term="%22DeLuca%2C+Christopher%22">DeLuca, Christopher</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cdeluca@queensu.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. 6/23/2025, Vol. 20 Issue 1, p1-29. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186104249 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11409-025-09430-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 1 Subjects: – SubjectFull: Self-regulated learning Type: general – SubjectFull: Assessment of education Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Goal (Psychology) Type: general – SubjectFull: College students Type: general – SubjectFull: Metacognition Type: general Titles: – TitleFull: How do students self-assess? examining the metacognitive processes of student self-assessment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rickey, Nathan – PersonEntity: Name: NameFull: Panadero, Ernesto – PersonEntity: Name: NameFull: DeLuca, Christopher IsPartOfRelationships: – BibEntity: Dates: – D: 23 M: 06 Text: 6/23/2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15561623 Numbering: – Type: volume Value: 20 – Type: issue Value: 1 Titles: – TitleFull: Metacognition & Learning Type: main |
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