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Student self-assessment : Why do they do it?
Yan, Zi Brown, Gavin T. L. Lee, John Chi-Kin Qiu, Xue-Lan
Yan, Zi
Brown, Gavin T. L.
Lee, John Chi-Kin
Qiu, Xue-Lan
Abstract
This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning.
Keywords
self-assessment, predictor, theory of planned behaviour, Rasch measurement
Date
2020
Type
Journal article
Journal
Educational Psychology
Book
Volume
40
Issue
4
Page Range
509-532
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled