Student Self-Assessment as a Process for Learning

<p>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.</p><p>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.</p><p>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.</p>