Impact of self-assessment by students on their learning

Abstract

Context:Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning.Aim:The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning.Materials and Methods:The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1st year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained.Results:Significant improvement in the academic performance after the process of self-assessment was observed (P < 0.001). There was a significantly positive correlation between student and teacher marking (r = 0.79). Both students and faculty perceived it to be helpful for developing self-directed learning skills.Conclusions:Self-assessment can increase the interest and motivation level of students for the subjects leading to enhanced learning and better academic performance, helping them in development of critical skills for analysis of their own work.

Incorporating Self and Peer Assessment in Reflective Teaching Practices

“…This result emphasises Ross (2006), Willey & Gardner (2009), Azarnoosh (2013, Sharma et al (2016), and Li & Chen (2016) that the accurate implementation of self and peer assessment is able to enhance students' enthusiasm, motivation and confidence to learn. Additionally, it can affect on a more autonomous learning (Honsa, 2013;Azarnoosh, 2013;Panadero et al, 2012).…”

“…Moreover, time constraint was also stated as the challenge to give assessment and feedback in the classroom, so they could not be very complete and detailed, thus they could not be very objective, too. This finding echoes Sharma et al (2016) and Li & Chen (2016) that the most obvious limitation of using self and peer assessment is the difficulty of implementing it with a large group of students, thus it spends much time. Luckily, the video recording as advocated by Orlova (2009) could help them to observe the teaching performance more thoroughly, so that they could reflect more in a written form as a report.…”

“…Honsa (2013) also found that self assessment had an effect on learner autonomy. Additionally, a study by Sharma et al (2016) uncovered two findings, the strength and the limitation. The strength of using self-assessment was able to improve students' interest and motivation level for the subject which affects better academic performance, while the limitation was in terms of time consumption.…”

“…The studies conducted by Munoz & Alvarez (2007), Ross (2006) , Panadero et al (2012), Honsa (2013), White (2009), Sun et al (2015, and Willey & Gardner (2009) were mostly quantitative research focusing on the effect of self-peer assessment on students' achievement such as certain variable such as students' achievement or learning outcome, attitude, motivation, confident, self-regulation and self-efficacy, while studies conducted by Sharma et al (2016) , Azarnoosh (2013), Nortcliffe (2012), Li & Chen (2016), Siow (2015), and Harris & Brown (2013) were mostly qualitative study such as case study tried to reveal the strength and weakness of self-peer assessment applied to the students descriptively. However, there are no studies the current researcher yet found on the use of self and peer assessment in doing reflective teaching practices.…”

Mental health problems among medical students in Brazil: a systematic review and meta-analysis

“…We observed that signs of lack of motivation (e.g., thoughts of dropping out, dissatisfaction with the course, decreased academic efficacy) and lack of emotional support were associated with MHP, as in medical students from other countries. 9 The use of portfolios, 100 self-assessments, 101 and continued mentorship 102 in undergraduate medical education could improve students' engagement and reflection about the course, alleviating sources of distress and helping students perceive their coursework as a gratifying activity. A drop in academic performance can be an indicative of a mental disorder.…”