The Impact of Self-assessment on Academic Performance: A Meta-analysis Study

Pınar Karaman

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Abstract


This meta-analysis study synthesizing the results of experimental and quasi experimental studies examined the effects of self-assessment interventions on student academic performance from primary education to higher education. A total of 16 studies with 46 effect sizes involving more than 7,650 participants were included in the analysis. Research synthesis showed that an overall small influence of self-assessment interventions on academic performance (g=.37, p< .05). Additionally, moderator analysis was used to examine moderating effects of some variables. The analysis indicated that traditional self-assessment interventions without external feedback have significantly a larger effect (g =.47, p<.05) than self-assessment with external feedback (g=.28, p<.05) on academic performance. However, effectiveness of other moderating variables (e.g. education level, assessment criteria type, self-assessment training) on academic performance were not statistically significant. The results suggest that further empirical studies are needed to reveal the moderating effects of self-assessment.


Keywords


Self assessment, Academic performance, Learning, Meta-analysis, Formative assessment

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References


Karaman, P., (2021). The impact of self-assessment on academic performance: A meta-analysis study. International Journal of Research in Education and Science (IJRES), 7(4), 1151-1166. https://doi.org/10.46328/ijres.2344




DOI: https://doi.org/10.46328/ijres.2344

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Copyright (c) 2021 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)