Assessing students' ability to self-assess : its relationship with measures of personal academic control and self-efficacy

Cassidy, SF

Abstract

Studies examining factors underlying academic performance have reliably
established the significant involvement of psychological factors or individual
differences (Cassidy & Eachus, 2000 & 2002). Psychological factors such as
academic self-efficacy and academic locus of control, which are distinct from
intellectual ability (Crozier, 1997), have been associated with academic achievement
(Cassidy & Eachus, 2000). In addition, Cassidy & Eachus also demonstrated a link
between students’ judgements regarding their level of academic proficiency (as
measured on a generic academic proficiency scale) in a specified topic and module
mark. These findings pose an interesting and pertinent question, the answer to
which could provide a useful aid to teaching and assessment in higher education: are
students able to accurately estimate their assessment marks by subjectively judging
the standard of their work?
The modular system along with an economic squeeze have caused a general
reduction in the amount of feedback students in higher education receive from
academic staff relating to their academic work. There is less small group and tutorial
work and often a total absence of assessed formative work. Clearly the result of this
is less opportunity for students to reflect on and address problems within their work
before attempting summative assessments. The effect of this (if any) is not known
but it is fair to suggest that students’ inability to judge the academic standard of their
work is affecting the success rate and standard of summative assessment and
impacting on students perceptions of personal self- efficacy and academic control.
The project aims to develop a study which assesses students’ ability to self-assess
and to examine the relationship between this and perceptions of personal academic
control. Such a study would provide a valuable educational insight, which is likely to
inform and guide teaching, assessment and learning strategy in higher education.

Citation

Cassidy, S. Assessing students' ability to self-assess : its relationship with measures of personal academic control and self-efficacy

• Report Type: Project Report
• Deposit Date: Jun 9, 2009
• Additional Information: Funders : Teaching and Learning Quality Improvement Scheme