Abstract:

Researchers have focused broadly on self-assessment [1, 2, 3], but limited summative evaluation of self-assessment has been conducted on online higher education environments. The purpose of this paper was to conduct a systematic review of the literature on the use of self-assessment in online learning for higher education. We conducted a systematic review of 34 peer-reviewed articles published between 2011 and 2021 using the PRISMA framework, including clearly stated objectives, a systematic search, assessments of applicability and validity, and the systematic synthesis of findings [4]. Four themes emerged: motivation, academic performance, assessment type, and student attitudes. Findings from the study indicate a positive relationship between motivational domains and online self-assessment; however, the dispersion of learning materials and assessment type (summative or formative) can influence learning outcomes. Online self-assessment has either a neutral or positive impact on student learning outcomes compared with traditional methods or where self-assessment was not previously integrated. Student attitudes appear to be positive with multiple exposures to the process and with directly observable usefulness. Finally, we provide insights for using self-assessment in online learning higher education environments and suggest that more research is required to gauge applicability further and consider grading comparison, long-term implementation, and repetitive exposure to the process.

References:
[1] Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4, 87. https://doi.org/10.3389/feduc.2019.00087
[2] Brown, G. T., Andrade, H. L., & Chen, F. (2015). Accuracy in student self-assessment: Directions and cautions for research. Assessment in Education: Principles, Policy & Practice, 22(4), 444-457. https://doi.org/10.1080/0969594X.2014.996523
[3] Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430. https://doi.org/10.3102%2F00346543059004395
[4] Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., … Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLOS Medicine, 6(7), 1–28. https://doi.org/10.1371/journal.pmed.1000100

Keywords:

Self-assessment, higher education, assessment, online, e-learning, e-learning.