Empirical research signals that self-assessment is an important factor supporting and engaging students with learning. Despite this, there has been no explicit comparison or evaluation of recent models used across educational sectors or within them. To the uninitiated, self-assessment often appears as an amorphous, unique process. This paper evaluates four basic models used in higher education to permit tutors to compare the different processes, timing and the degree of involvement of learners and tutors (weak and strong models) and discusses how each model could develop expertise in different contexts. It also summarises the main issues which have fuelled debate over half a century. This evaluation will benefit the educational community by providing a concise overview of self-assessment processes thus providing an expedient means of making an informed choice and encourage the take-up by practitioners.
Stored only when both papers are in the corpus — 193 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.