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Meletiadou, Eleni (2021) Evaluating the impact of self-assessment as an assessment for sustainable development strategy in higher education. In: AEA-Europe Conference 2021, 2-5 November 2021, Online.
The higher education literature testifies to an extensive interest in self-assessment (SA) because it emphasizes learner responsibility and metacognitive skills. SA also aligns perfectly with the aims of Assessment for Sustainable Development (ASD) as it meets the needs of the present without compromising the ability of students to meet their own future learning needs. Moreover, SA promotes learner-centred pedagogy which sees students as autonomous learners and emphasizes the active development of knowledge rather than its mere transfer and/or passive learning experiences. The present case study, which used a mixed-method approach, explored the use of SA as an ASD practice aiming to help students improve their writing performance, self-regulation, and motivation. In terms of this semi-experimental study, forty-four undergraduate students used SA of writing for one semester. Students’ pre-test and post-test scores showed that SA improved undergraduate students’ writing performance significantly. The outcomes from students’ pre- and post-implementation surveys revealed that SA had a strong impact on students’ self-regulation. Finally, considering the findings from students’ focus group discussions and self-reflective reports, the current study concludes that SA was challenging but it considerably improved students’ critical thinking and sense of personal accountability.
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