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The study draws on 135 students from two education colleges in Israel and compares formative, integrative, and summative evaluation contexts. Results indicate that formative or integrative approaches foster more positive perceptions of self-assessment than summative courses. Student involvement in evaluation processes and feedback emerge as the strongest drivers, also shaping the accuracy of students’ self-grading.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/changes-in-students-perceptions-of-self-assessment-in-courses-with-different-approaches-to-assessment/594098/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/changes-in-students-perceptions-of-self-assessment-in-courses-with-different-approaches-to-assessment/594098.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about self-assessment?","Question",{"text":112,"@type":113},"It investigates how preservice teachers’ perceptions of self-assessment change before and after they experience self-assessment in courses with different assessment approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which assessment approaches lead to more positive perceptions?",{"text":117,"@type":113},"Courses using formative evaluation or integrative evaluation lead to more positive student perceptions of self-assessment than courses using summative evaluation.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors most influence students’ perceptions and self-grading accuracy?",{"text":121,"@type":113},"Student involvement in evaluation processes and the role of feedback have the greatest impact on students’ perceptions and on the accuracy of their self-grading.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594098,1792171533,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Changes in Students’ Perceptions of Self-Assessment in Courses  \nwith Different Approaches to Assessment  \nEster Aflalo  \nHemdat College of Education, Israel  \nAbstract: The importance of student self-assessment and its contribution to learning in teacher education is well documented in the research literature. However, we still need to better understand when and why self-assessment actually works. This study examines preservice teachers’perception of self-assessment prior to and  \nfollowing experiencing self-assessment. The study included 135  \nstudents studying at two education colleges in Israel. The students attended courses with differing evaluation approaches. The findings show that the experience with self-assessment in the courses with  \nformative evaluation or integrative evaluation encourages the  \nstudents’positive perception of self-assessment, in contrast tosummative evaluation courses. The study expands our understanding of the importance ofstudent involvement in the evaluation processes, as well as the role of the feedback in the process. These two factors had the greatest impact on the students’perceptions, as well as on the accuracy of their self-grading.  \nKeywords: Self-assessment; formative evaluation; summative evaluation; student perceptions; higher education  \nSelf-assessment  \nThere appears to be no consensus in the literature as to what self-assessment actually is. The use of this term describes a broad variety of activities and mechanisms, and reviews of self-assessment call for a much clearer definition of the term (Brown and Harris, 2014; Panadero, Brown and Strijbos, 2016). From a pedagogical perspective, self-assessment requires the personal capacity to identify the components and characteristics of work, selfskills or performance, and to judge their value (Tai et al., 2018) .  \nAccording to Bourke (2014), self-assessment is accompanied by the students’ critical reflection on their knowledge. The understanding and application of skills that take place during this process encourage a deeper approach to learning. It is through this process that the students become active and responsible for their learning (Harris and Brown, 2018), and the self-assessment helps them to discover their strengths and weaknesses, thus improving their future performance. Therefore, students need to acquire these skills of evaluating knowledge and judging their performance if they are to succeed in higher education (Guillory and Blankson, 2017). Kurejsepi (2013) argues that self-evaluation is an unavoidable factor in teachers’ professional development and that teachers must take responsibility for designing appropriate learning environments. Future teachers who acquire self-assessment skills should be able to evaluate and improve their teaching techniques and thereby advance their professional development.  \nSelf-assessment and self-regulated learning (SRL) are closely related concepts, relevant mainly in the context of setting goals, monitoring learning, and metacognition. The implication of this is that self-assessment should be able to contribute to learning itself, for example, by clarifying the study goals and involving the students in monitoring their own study process (Panadero, Jonsson, and Botella, 2017) .  \nVarious studies, including two meta-analyses show a positive link between selfassessment and cognitive capabilities and academic achievements (Graham, Herbert, and Harris, 2015; Sanchez et al., 2017) . From these reviews and additional studies, it is possible to conclude that students involved in self-assessment tend to improve their cognitive capability and their exam grades in comparison with students who have not conducted selfassessment. Consequently, self-assessment should improve learning and performance, and researchers view self-assessment not only as an alternative method of evaluation in teaching, but also as a strategy for promoting productive learning (Yan et al., 2020) .  \nStudent self-assessment ","cbCaieIOlp74GNDH","https://ap.wps.com/l/cbCaieIOlp74GNDH","pdf",287860,18,"English","# Abstract\n# Self-assessment\n## Concept and definitions\n## Role in learning and reflection\n## Links to self-regulated learning (SRL)\n## Effects on achievement\n# Methods and tools for self-assessment\n# Formative vs summative self-assessment","[{\"question\":\"What does the study investigate about self-assessment?\",\"answer\":\"It investigates how preservice teachers’ perceptions of self-assessment change before and after they experience self-assessment in courses with different assessment approaches.\"},{\"question\":\"Which assessment approaches lead to more positive perceptions?\",\"answer\":\"Courses using formative evaluation or integrative evaluation lead to more positive student perceptions of self-assessment than courses using summative evaluation.\"},{\"question\":\"What factors most influence students’ perceptions and self-grading accuracy?\",\"answer\":\"Student involvement in evaluation processes and the role of feedback have the greatest impact on students’ perceptions and on the accuracy of their self-grading.\"}]","Changes in Students’ Perceptions of Self-Assessment in Courses with Different Approaches to Assessment | PDF",1792078532,45]