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Assessing students' ability to self-assess: its relationship with measures of personal academic control and self-efficacy

Cassidy, S 2002, Assessing students' ability to self-assess: its relationship with measures of personal academic control and self-efficacy , Project Report, University of Salford. (Unpublished)

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Abstract

Studies examining factors underlying academic performance have reliably established the significant involvement of psychological factors or individual differences (Cassidy & Eachus, 2000 & 2002). Psychological factors such as academic self-efficacy and academic locus of control, which are distinct from intellectual ability (Crozier, 1997), have been associated with academic achievement (Cassidy & Eachus, 2000). In addition, Cassidy & Eachus also demonstrated a link between students’ judgements regarding their level of academic proficiency (as measured on a generic academic proficiency scale) in a specified topic and module mark. These findings pose an interesting and pertinent question, the answer to which could provide a useful aid to teaching and assessment in higher education: are students able to accurately estimate their assessment marks by subjectively judging the standard of their work? The modular system along with an economic squeeze have caused a general reduction in the amount of feedback students in higher education receive from academic staff relating to their academic work. There is less small group and tutorial work and often a total absence of assessed formative work. Clearly the result of this is less opportunity for students to reflect on and address problems within their work before attempting summative assessments. The effect of this (if any) is not known but it is fair to suggest that students’ inability to judge the academic standard of their work is affecting the success rate and standard of summative assessment and impacting on students perceptions of personal self- efficacy and academic control. The project aims to develop a study which assesses students’ ability to self-assess and to examine the relationship between this and perceptions of personal academic control. Such a study would provide a valuable educational insight, which is likely to inform and guide teaching, assessment and learning strategy in higher education.

Item Type: Monograph (Project Report)
Themes: Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
Subjects outside of the University Themes
Schools: Colleges and Schools > College of Health & Social Care
Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery, Social Work & Social Sciences > Centre for Social Justice Research
Publisher: University of Salford
Funders: Teaching and Learning Quality Improvement Scheme
Depositing User: Institutional Repository
Date Deposited: 09 Jun 2009 15:57
Last Modified: 20 Aug 2013 16:57
URI: http://usir.salford.ac.uk/id/eprint/2047

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