Abstract:
Self-assessment is a strongly recommended practice in assessment for learning on the basis that involving students in assessment leads to better outcomes. Extensive evidence makes clear that summative use of self-assessments is jeopardised by multiple sources, including self- or ego-protective processes, the human difficulty in being honest about oneself, and lack of competence or experience in a domain. Nonetheless, self-assessment represents an important self-regulatory skill needed for life beyond higher education. The ability to judge one’s own work and processes leading to work outcomes realistically, in line with accepted standards of quality, is essential to professional and vocational success. In this address, I will outline research about the strengths and weaknesses of self-assessment and consider how the weaknesses of self-assessment can be mitigated. Judicious use of self-assessment, with opportunity to receive feedback about the veridicality or realism of self-assessments, can be implemented in higher education.