Student Self-Assessment in Higher Education: The International Experience and the Greek Example
Why this work is in the frame
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Bibliographic record
Abstract
This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating:a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability ofstudents to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessmentis implemented through various ways that include inter alia electronic and non-electronic self-assessment tools.Internationally, most studies have examined and proved the contribution of student self-assessment to improvement ofperformance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence,motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’awareness of self-assessment ability and self-control, makes students change attitudes towards course, preparesemployability skills of students, reduces anxiety for assessment, increases students’ responsibility about theirlearning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was foundonly one study that examined the implementation of student self-assessment in Higher education and its impact onstudents and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivatesstudents to try more and helps them identify gaps in their learning. Student self-assessment ability and factors thataffect this ability have been examined only internationally, so in Greece there is a research gap concerning theseparameters. Tertiary students can self-assess accurately and this ability depends on specific factors such asconfidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction anddynamic assessment.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it