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Benefits for students from achieving accuracy in criteria-based self-assessment

The student experience of assessment is too frequently a passive one. At the University of New South Wales (UNSW), Australia, the increasing use of self-assessment through anonline criteria based marking and feedback system (Review) is improving student’,sexperience of assessment. This mixed methods study examines student’,s attitudes to andaccuracy in self-assessment against criteria. Select cohorts practiced calibrating selfassessment judgments as a pre-step to doing self-assessment. Students reported positive attitudes to this activity and that practice contributed to forming better professional judgment. Of the three cohorts studied, the class incentivised with bonus marks for practicing self-assessment and accuracy in self-assessment achieved the highest participation rates and accuracy. Through regression analysis of self-assessment accuracy inside tasks, accuracy was found to be significant against course marks. Characteristics of improved self-assessment accuracy were also osbserved in increased percentages of accurate assessors and moderation among extreme under-assessors. The results overall highlight benefits for students of embedded self-assessment practice and the need to better integrate self-assessment practice into our Program (degree) design.Keywords: self-assessment accuracy, criteria based marking, developing professional judgment ,

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