There is a new Best Evidence in Brief with among others, this study:
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 students’ assessment of their own work, Ernesto Panadero and colleagues from Spain analyzed 19 studies comprised of 2,305 students 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 students’ learning, such as meta-cognitive strategies (ES= +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 students’ learning (ES =-0.65)
- Self-assessment was also positively associated with SRL even when SRL was measured qualitatively (ES= +0.43)
- Self-assessment had a positive effect on self-efficacy (ES= +0.73), the effect being larger for girlsThe 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 (e.g., monitoring, feedback, and revision) in fostering SRL strategies or self-efficacy.