An article published in Educational Research Review examines the effects of self-assessment on self-regulated learning (SRL) and self-efficacy in four meta-analyses.
To understand the impact of pupils’ assessment of their own work, Ernesto Panadero and colleagues from Spain analysed 19 studies comprised of 2,305 pupils from primary schools to higher education. The meta-analyses only included studies published in English that contained empirical results of self-assessment interventions in relation to SRL and/or self-efficacy, had at least one control group, and had been peer-reviewed.
The findings indicated that:
- Self-assessment had a positive effect on SRL strategies serving a positive self-regulatory function for pupils’ learning, such as meta-cognitive strategies (effect size= +0.23).
- Self-assessment had a negative effect on “Negative SRL”, which is associated with negative emotions and stress and is thought to be adverse to pupils’ learning (effect size=-0.65).
- Self-assessment was also positively associated with SRL even when SRL was measured qualitatively (effect size = +0.43).
- Self-assessment had a positive effect on self-efficacy (effect size= +0.73), the effect being larger for girls.
The authors suggest that self-assessment is necessary for productive learning but note that the results have yet to identify the most effective self-assessment components (eg, monitoring, feedback, and revision) in fostering SRL strategies or self-efficacy.
Source: Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (November 2017), Educational Research Review, Volume 22.