Self-assessment in the process of self-regulated learning and its relationship with academic achievement

Yan, Zi

doi:10.1080/02602938.2019.1629390

Cited by 136 publications

(117 citation statements)

References 37 publications

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“…The lack of a valid instrument for assessing self-assessment practice significantly hinders developing a detailed understanding of self-assessment. The SaPS-20 is the most recently developed tool (Yan, 2019;Yan et al, 2019) that is theory-driven and specifically designed for assessing different actions in the self-assessment process (Yan, 2018). The present study set out to extend the attempt to provide a valid and parsimonious measurement of self-assessment practice.…”

Section: Discussionmentioning

confidence: 99%

“…Self-assessment is a fundamental skill required at each phase of self-regulated learning (Yan, 2019) and is crucial for life-long learning (Boud, 1995;Tan, 2012). Through self-assessing their own performances, students can identify their strengths and weaknesses, and adjust their learning strategies accordingly to learn more (Boud, 1995;Yan and Brown, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Developing a Short Form of the Self-Assessment Practices Scale: Psychometric Evidence

Yan

2020

Front. Educ.

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This research aimed to develop a short form of the Self-assessment Practices Scale (SaPS). Guided by a process model of self-assessment, the SaPS scale was designed to assess the actions students engage in during the self-assessment process. The data used for developing the original 20-item SaPS (SaPS-20), i.e., 1,416 Hong Kong students ranging from Primary 4 to Secondary 3, were reanalyzed, and a 12-item short form (SaPS-SF) was developed. Factor analysis and Rasch analysis were applied in complementary ways to examine the psychometric properties of the SaPS-SF. The results showed that factor structure of the original scale held in the SaPS-SF, and all items fitted the Rasch model requirements sufficiently and measured the constructs as theorized. The findings presented in this study facilitate the measurement of self-assessment practice in a parsimonious and effective way.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing a Short Form of the Self-Assessment Practices Scale: Psychometric Evidence

Yan

2020

Front. Educ.

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“…In other words, all items are performing well as specified in the underlying theory. The Cronbach's alpha coefficients/Rasch reliabilities for the four subscales were all satisfactory: .85/.88 for SEFM; .84/.88 for SEFI; .79/.80 for SIF; and .90/.90 for SR. Apart from the original validation study, the use of the SaPS has been extended to graduate students and showed satisfactory psychometric properties (Yan, 2020b). Figure 1: Theoretical model of the cyclical self-assessment process (Yan & Brown, 2017).…”

Section: The Self-assessment Practice Scale (Saps)mentioning

confidence: 99%

“…Self-regulated learning competency is crucial for professional trainees because they are required to identify ongoing workplace learning needs and respond to them (Munby et al, 2009). Self-assessment is regarded as a fundamental skill for self-regulated learning and plays an important role during the learning process (Andrade, 2010;Yan, 2020b;Yan et al, 2020). In a recent review study, Panadero et al (2017) reported positive impacts of self-assessment interventions on learners' self-regulated learning strategies.…”

Section: The Use Of the Saps In Professional Trainingmentioning

confidence: 99%

Psychometric properties of the Self‐assessment Practice Scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis

Yan

Brubacher

Boud

et al. 2020

Int J Training Development

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Self-assessment is a fundamental skill for professionals because self-assessment can promote self-regulated learning and professional development. However, studies reporting the use of self-assessment instruments in the professional training context are scarce. This study aimed to re-evaluate the psychometric properties of the Self-assessment Practice Scale (SaPS), which was originally developed in the school context, and extend its use to the professional training context. A sample of 200 investigative interviewer trainees from Australia and North America were invited to complete the modified SaPS. After removing misfitting items, the confirmatory factor analysis results confirmed a first-order four-factor solution. The multidimensional Rasch analysis demonstrated that the resultant 16 items had satisfactory fit to the Rasch model. In general, the results supported the use of the 16-item modified SaPS as a valid measure for the sample in this study. The potential of using the SaPS in professional training contexts is discussed.

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“…It is the catalyst for all learning and for students' self-regulation of learning. Researchers adopting this position usually maintain that students generate internal feedback by monitoring or self-assessing their own performance as they self-regulate learning (Butler andWinne, 1995, Andrade, 2018;Yan, 2020).…”

Section: Defining Internal Feedbackmentioning

confidence: 99%

Making Internal Feedback Explicit: Harnessing the comparisons students make during two-stage exams

Nicol¹,

Selvaretnam²

2020

Preprint

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In two-stage exams, students produce some academic work individually then do the same work again in small groups. Both works contribute to the individual grade. Prior research shows that students perceive that the feedback dialogue they engage in, during two-stage exams, aids their learning. Also, outcome studies show that this method benefits individual student learning. However, there is no research on the internal feedback students generate during two-stage exams, when they compare their own individual performance against the group discussion and the developing group output. To investigate this, internal feedback was made explicit, in a two-stage exam, by having students write a feedback commentary on their own learning at both the individual and group stages. Analysis showed that students not only generated content and process feedback but also self-regulatory feedback, and that this feedback was of a higher quality than and went beyond that which the teacher provided. The implications for future implementations of two stage exams are considered as well as how this research adds to the literature on internal feedback.

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Self-assessment in the process of self-regulated learning and its relationship with academic achievement

Cited by 136 publications

References 37 publications

Developing a Short Form of the Self-Assessment Practices Scale: Psychometric Evidence

Developing a Short Form of the Self-Assessment Practices Scale: Psychometric Evidence

Psychometric properties of the Self‐assessment Practice Scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis

Making Internal Feedback Explicit: Harnessing the comparisons students make during two-stage exams

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