Measuring Students’ Beliefs about Self-assessment
The absence in the literature of a validated instrument to measure students’ beliefs about the effects of self-assessment practices on their learning was the motivation behind the present studies. To that end, a questionnaire was developed containing statements about the value of assessment procedures such as reflection journals and self-assessment tools. Students were able to identify the seven latent constructs underlying the questionnaire, as indicated by the fit of the hypothesized model. The test for measurement invariance showed that factor loadings were equivalent across different student groups and the questionnaire’s underlying structure gave evidence of cross-validation. Evidence for sufficient test-retest reliability was also found suggesting stability of beliefs over time. These findings taken together demonstrate that the questionnaire developed appears to be an adequate instrument for measuring students’ beliefs about the effects of self-assessment on their learning. Factor correlations demonstrate that students believe that self-assessment can have multiple purposes, including self-improvement and impression management of teachers that are not necessarily in accordance with each other.
Keywords: Self-regulated Learning, Students’ Beliefs, Self-assessment, Reflection Journal, Problem-based Learning, Structural Equation Modeling
Duan Ning, Magdeleine Lew
Head, Academic Policy (Chemical and Life Sciences), Office of Academic Affairs, Republic Polytechnic, Singapore
Magdeleine graduated with a Masters of Science in Biomedical Engineering from the Nanyang Technological University, Singapore, in 2006. She also holds a Bachelor degree with Honors (second upper) in Chemical Engineering from the National University of Singapore.
Dr. Henk Schmidt
Dean, Faculty of Social Sciences, Erasmus University Rotterdam