A systematic review on students’ perceptions of self-assessment: usefulness and factors influencing implementation

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dc.contributor.authorYan, Zi
dc.contributor.authorPanadero, Ernesto
dc.contributor.authorWang, Xiang
dc.contributor.authorZhan, Ying
dc.date.accessioned2025-09-02T17:42:47Z
dc.date.available2025-09-02T17:42:47Z
dc.date.issued2023-08-04
dc.date.updated2025-09-02T17:42:47Z
dc.description.abstractStudents are the central agent in self-assessment; therefore, their perceptions are crucial for successful self-assessment. Despite the increasing number of empirical studies exploring how students perceive self-assessment, systematic reviews synthesising students’ perceptions of self-assessment and relating them to self-assessment implementation are scarce. This review covered 44 eligible studies and synthesised findings related to two key aspects of students’ perceptions of self-assessment: (1) usefulness of self-assessment; and (2) factors influencing their implementation of self-assessment. The results revealed inconclusive findings regarding students’ perceived usefulness of self-assessment. Although most studies reported a generally positive perception of self-assessment among students, some studies revealed students’ skepticism about its usefulness. Usefulness was influenced by specific individual factors (i.e., gender, age, and educational level) and instructional factors (i.e., external feedback, use of instruments, and self-assessment purpose). Additionally, implementation was influenced by specific individual factors (i.e., perceived usefulness, affective attitude, self-efficacy, important others, and psychological safety) and instructional factors (i.e., practice and training, external feedback, use of instruments, and environmental support). The findings of this review contribute to a better understanding of students’ perceptions of self-assessment and shed light on the design and implementation of meaningful self-assessment activities that cater to students’ learning needs.en
dc.description.sponsorshipThe first author was supported by a General Research Fund from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No. EDUHK18609321). The second author was funded by contribution of the Basque Government (Ref. IT1624-22) to the group Education Regulated Learning and Assessmenten
dc.identifier.citationYan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: usefulness and factors influencing implementation [Review of a systematic review on students’ perceptions of self-assessment: usefulness and factors influencing implementation]. Educational Psychology Review, 35(3). Springer. https://doi.org/10.1007/S10648-023-09799-1
dc.identifier.doi10.1007/S10648-023-09799-1
dc.identifier.eissn1573-336X
dc.identifier.issn1040-726X
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3459
dc.language.isoeng
dc.publisherSpringer
dc.rights© The Author(s) 2023
dc.subject.otherImplementation
dc.subject.otherPerceived usefulness
dc.subject.otherPerception
dc.subject.otherSelf-assessment
dc.titleA systematic review on students’ perceptions of self-assessment: usefulness and factors influencing implementationen
dc.typereview article
dcterms.accessRightsopen access
oaire.citation.issue3
oaire.citation.titleEducational Psychology Review
oaire.citation.volume35
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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