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Student Self-Assessment in Higher Education: A Meta-Analysis

https://doi.org/10.3102/00346543059004395
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Outgoing claims: the papers this work cites, builds on, or argues with.

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Meta-Analysis

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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DELIVER! – An educational game for teaching Earned Value Management in computing courses
inferred← citeshttps://doi.org/10.1016/j.jesp.2004.09.006openalex-snapshot
What you don’t know: The role played by errors of omission in imperfect self-assessments
inferred← citeshttps://doi.org/10.1016/j.jsurg.2013.08.009openalex-snapshot
The Relationship Between Confidence and Competence in the Development of Surgical Skills
inferred← citeshttps://doi.org/10.1016/j.jsurg.2014.03.012openalex-snapshot
Assessing Resident Surgical Competency in Urology Using a Global Rating Scale
inferred← citeshttps://doi.org/10.1016/j.jsurg.2019.09.016openalex-snapshot
Self-Assessment of Surgical Skills: A Systematic Review
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2008.02.003openalex-snapshot
Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.102031openalex-snapshot
Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches
inferred← citeshttps://doi.org/10.1016/j.lindif.2005.06.001openalex-snapshot
Metacognition, need for cognition and use of explanations during ongoing learning and problem solving
inferred← citeshttps://doi.org/10.1016/j.obhdp.2007.05.002openalex-snapshot
Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent
inferred← citeshttps://doi.org/10.1016/j.obhdp.2011.11.004openalex-snapshot
When is ignorance bliss? The effects of inaccurate self-assessments of knowledge on learning and attrition
inferred← citeshttps://doi.org/10.1016/j.rmal.2026.100364openalex-snapshot
Confidence is not competence: Self-report and the measurement of AI literacy
inferred← citeshttps://doi.org/10.1016/j.sbspro.2014.03.585openalex-snapshot
Relationship between Iranian EFL Learners’ Language Learning Styles, Writing Proficiency and Self-assessment
inferred← citeshttps://doi.org/10.1016/j.sbspro.2015.06.082openalex-snapshot
On the Impact of Self-assessment Practice on Writing Skill
inferred← citeshttps://doi.org/10.1016/j.ssresearch.2014.12.017openalex-snapshot
Why bother with testing? The validity of immigrants’ self-assessed language proficiency
inferred← citeshttps://doi.org/10.1016/j.stueduc.2013.04.001openalex-snapshot
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers
inferred← citeshttps://doi.org/10.1016/j.stueduc.2015.09.004openalex-snapshot
Peer assessment using comparative and absolute judgement
inferred← citeshttps://doi.org/10.1016/j.stueduc.2017.10.008openalex-snapshot
The relationship between students’ prior mathematical attainment, knowledge and confidence on their self-assessment accuracy
inferred← citeshttps://doi.org/10.1016/j.stueduc.2018.01.001openalex-snapshot
A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course
inferred← citeshttps://doi.org/10.1016/j.stueduc.2018.12.004openalex-snapshot
Self-assessment instrument to measure the competencies of Namibian graduates: Testing of validity and reliability
inferred← citeshttps://doi.org/10.1016/j.surg.2008.09.010openalex-snapshot
High-fidelity, simulation-based, interdisciplinary operating room team training at the point of care
inferred← citeshttps://doi.org/10.1016/j.surg.2019.08.002openalex-snapshot
Targeted surgical coaching can improve operative self-assessment ability: A single-blinded nonrandomized trial
inferred← citeshttps://doi.org/10.1016/j.surneu.2005.12.033openalex-snapshot
Needs assessment of neurosurgery trainees: a survey study of two large training programs in the developing and developed worlds
inferred← citeshttps://doi.org/10.1016/j.system.2005.08.004openalex-snapshot
Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance
inferred← citeshttps://doi.org/10.1016/j.system.2008.03.001openalex-snapshot
Descriptive and criterion-referenced self-assessment with L2 readers
inferred← citeshttps://doi.org/10.1016/j.system.2008.03.003openalex-snapshot
Self-assessment of pronunciation
inferred← citeshttps://doi.org/10.1016/j.system.2018.12.012openalex-snapshot
Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program
inferred← citeshttps://doi.org/10.1016/j.tate.2006.04.035openalex-snapshot
Teacher self-assessment: A mechanism for facilitating professional growth
inferred← citeshttps://doi.org/10.1016/j.tate.2013.07.008openalex-snapshot
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation
inferred← citeshttps://doi.org/10.1016/j.tate.2013.08.001openalex-snapshot
The role of video for self-evaluation in early field experiences
inferred← citeshttps://doi.org/10.1016/s0002-9610(03)00069-2openalex-snapshot
Resident self-assessment of operative performance
inferred← citeshttps://doi.org/10.1016/s0191-491x(01)00032-3openalex-snapshot
New lines in edumetrics: new forms of assessment lead to new assessment criteria
inferred← citeshttps://doi.org/10.1016/s0191-491x(97)86215-3openalex-snapshot
“But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment
inferred← citeshttps://doi.org/10.1016/s0959-4752(00)00022-0openalex-snapshot
A new assessment era: different needs, new challenges
inferred← citeshttps://doi.org/10.1016/s1075-2935(99)00003-3openalex-snapshot
Effects of self-evaluation training on narrative writing
inferred← citeshttps://doi.org/10.1016/s1477-3880(15)30097-9openalex-snapshot
Social Learning and Course Choice
inferred← citeshttps://doi.org/10.1017/9781316832134.020openalex-snapshot
Providing Formative Peer Feedback
inferred← citeshttps://doi.org/10.1017/cbo9780511609817.007openalex-snapshot
PAST AND CONTEMPORARY EFFORTS TO DESIGN INSTRUCTION, TRAIN, AND MAINTAIN PROFESSIONAL PERFORMANCE
inferred← citeshttps://doi.org/10.1017/cbo9780511609817.010openalex-snapshot
How to Help Professionals Maintain and Improve Their Knowledge and Skills: Triangulating Best Practices in Medicine
inferred← citeshttps://doi.org/10.1017/s0272263122000079openalex-snapshot
A closer look at a marginalized test method: Self-assessment as a measure of speaking proficiency
inferred← citeshttps://doi.org/10.1017/s1366728914000832openalex-snapshot
Flawed self-assessment: Investigating self- and other-perception of second language speech
inferred← citeshttps://doi.org/10.1021/acs.jchemed.6c00393openalex-snapshot
Navigating English Medium Instruction in Chemistry: Language as a Barrier or Bridge to Learning
inferred← citeshttps://doi.org/10.1021/bk-2010-1037.ch010openalex-snapshot
Engaging Assessment: Using the SENCER-SALG to Improve Teaching and Learning
inferred← citeshttps://doi.org/10.1021/bk-2012-1121.ch013openalex-snapshot
Using the SENCER-SALG To Reveal Student Learning in a Large-Scale Environmental Chemistry Course for Non-Majors
inferred← citeshttps://doi.org/10.1023/a:1022512423569openalex-snapshot
Student Self-Assessment in HOCS Science Examinations: Is There a Problem?
inferred← citeshttps://doi.org/10.1027/2151-2604/a000440openalex-snapshot
Improving Metacognition in the Classroom
inferred← citeshttps://doi.org/10.1037/cns0000137openalex-snapshot
The effects of exposure to differing amounts of misinformation and source credibility perception on source monitoring and memory accuracy.
inferred← citeshttps://doi.org/10.1038/s41562-019-0761-9openalex-snapshot
High-status lobbyists are most likely to overrate their success
inferred← citeshttps://doi.org/10.1039/c8rp00074copenalex-snapshot
Student-centred active learning approaches to teaching quantum chemistry and spectroscopy: quantitative results from a two-year action research study
inferred← citeshttps://doi.org/10.1046/j.1365-2923.2001.00733.xopenalex-snapshot
Clinical assessment of dental students: values and practices of teachers in restorative dentistry
inferred← citeshttps://doi.org/10.1046/j.1365-2923.2004.01788.xopenalex-snapshot
The interactive examination: assessing students' self‐assessment ability
inferred← citeshttps://doi.org/10.1054/nedt.2000.0473openalex-snapshot
Classifying specialist student practice: debates and dilemmas
inferred← citeshttps://doi.org/10.1055/a-0867-9626openalex-snapshot
Influence of video-based feedback on self-assessment accuracy of endoscopic skills: a randomized controlled trial
inferred← citeshttps://doi.org/10.1057/978-1-137-56502-0_9openalex-snapshot
Use of Learning Gain Measurements to Compare Teacher-Centric and Student-Centric Feedback in Higher Education
inferred← citeshttps://doi.org/10.1057/eps.2012.2openalex-snapshot
Is Peer Feedback an Effective Approach for Creating Dialogue in Politics?
inferred← citeshttps://doi.org/10.1057/eps.2015.22openalex-snapshot
the effects of active learning environments: how simulations trigger affective learning
inferred← citeshttps://doi.org/10.1067/mog.2002.123481openalex-snapshot
Teaching the surgical craft: From selection to certification
inferred← citeshttps://doi.org/10.1067/s0002-9378(03)00892-5openalex-snapshot
Evaluation of pelvic and breast examination skills of interns in obstetrics and gynecology and internal medicine
inferred← citeshttps://doi.org/10.1073/pnas.1421692112openalex-snapshot
Equality bias impairs collective decision-making across cultures
inferred← citeshttps://doi.org/10.1080/00131911.2019.1695104openalex-snapshot
Peer and self-assessment practices for writing across the curriculum: learner-differentiated effects on writing achievement
inferred← citeshttps://doi.org/10.1080/00220480109596109openalex-snapshot
Improving Assessment in University Economics
inferred← citeshttps://doi.org/10.1080/00220480209596121openalex-snapshot
The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill
inferred← citeshttps://doi.org/10.1080/00220671.1997.10543773openalex-snapshot
Effects of Grade Level and Subject on Student Test Score Predictions
inferred← citeshttps://doi.org/10.1080/00405841.2026.2721204openalex-snapshot
Ready to shift: Supporting goal transitions through self-assessment and calibration in middle school mathematics
inferred← citeshttps://doi.org/10.1080/01443410.2023.2254015openalex-snapshot
Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback
inferred← citeshttps://doi.org/10.1080/01443410.2026.2625279openalex-snapshot
Predicting academic performance by self-assessed and objectively measured understanding and self-efficacy
inferred← citeshttps://doi.org/10.1080/0158791910120207openalex-snapshot
Learning Economics at a distance: Quality and impact of expertise. A study with Open University students.
inferred← citeshttps://doi.org/10.1080/02103702.2014.881655openalex-snapshot
Rubrics vs. self-assessment scripts: effects on first year university students’ self-regulation and performance / Rúbricas y guiones de autoevaluación: efectos sobre la autorregulación y el rendimiento de estudiantes universitarios de primer año
inferred← citeshttps://doi.org/10.1080/02602930120093887openalex-snapshot
The Effect of the Inclusion of Selfassessment with Peer Assessment of Contributions to a Group Project: A quantitative study of secret and agreed assessments
inferred← citeshttps://doi.org/10.1080/02602930600679100openalex-snapshot
Self‐assessment in higher education: experience in using a metacognitive approach in five case studies
inferred← citeshttps://doi.org/10.1080/02602930601122985openalex-snapshot
Enhancing curriculum and delivery: linking assessment to learning objectives
inferred← citeshttps://doi.org/10.1080/02602930701292498openalex-snapshot
Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations
inferred← citeshttps://doi.org/10.1080/02602930903540983openalex-snapshot
Peer and self‐assessment in the first year of university
inferred← citeshttps://doi.org/10.1080/02602938.2010.545868openalex-snapshot
Students’ self-grading, professor’s grading and negotiated final grading at three university programmes: analysis of reliability and grade difference ranges and tendencies
inferred← citeshttps://doi.org/10.1080/02602938.2011.576309openalex-snapshot
Peer assessment as a method of improving student engagement
inferred← citeshttps://doi.org/10.1080/02602938.2012.751963openalex-snapshot
Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience
inferred← citeshttps://doi.org/10.1080/02602938.2013.769198openalex-snapshot
Does student engagement in self-assessment calibrate their judgement over time?
inferred← citeshttps://doi.org/10.1080/02602938.2013.792107openalex-snapshot
Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings
inferred← citeshttps://doi.org/10.1080/02602938.2014.921662openalex-snapshot
The impact on stakeholder confidence of increased transparency in the examination assessment process
inferred← citeshttps://doi.org/10.1080/02602938.2014.950554openalex-snapshot
Combining self-assessments and achievement tests in information literacy assessment: empirical results and recommendations for practice
inferred← citeshttps://doi.org/10.1080/02602938.2014.999746openalex-snapshot
Peer assessment in the digital age: a meta-analysis comparing peer and teacher ratings
inferred← citeshttps://doi.org/10.1080/02602938.2015.1039484openalex-snapshot
Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model
inferred← citeshttps://doi.org/10.1080/02602938.2015.1048185openalex-snapshot
The effect of peer assessment on project performance of students at different learning levels
inferred← citeshttps://doi.org/10.1080/02602938.2016.1187250openalex-snapshot
Inclusive assessment for linguistically diverse learners in higher education
inferred← citeshttps://doi.org/10.1080/02602938.2017.1280721openalex-snapshot
A modified peer rating system to recognise rating skill as a learning outcome
inferred← citeshttps://doi.org/10.1080/02602938.2017.1353062openalex-snapshot
The accuracy of student self-assessments of English-Chinese bidirectional interpretation: a longitudinal quantitative study
inferred← citeshttps://doi.org/10.1080/02602938.2018.1545896openalex-snapshot
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis
inferred← citeshttps://doi.org/10.1080/02602938.2020.1718600openalex-snapshot
Assessment thresholds for academic staff: constructive alignment and differentiation of standards
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