Measuring Students’ Beliefs about Self-assessment

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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
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Duan Ning, Magdeleine Lew

Head, Academic Policy (Chemical and Life Sciences), Office of Academic Affairs, Republic Polytechnic, Singapore
Singapore, Singapore, Singapore

Magdeleine Lew is Head of Academic Policy (Chemical and Life Sciences) at the Office of Academic Affairs, Republic Polytechnic, Singapore. Her current portfolio includes overseeing the General Education modules, which are undertaken by all first year students at the polytechnic. These modules cover a diversity of domains ranging from Science and Mathematics, to Culture and Communication. In addition, she is also involved in the development of new policies and enforcing existing policies, particularly in the area of facilitation and new staff training. Magdeleine is currently pursuing her Doctor of Philosophy degree in Educational Psychology under the supervision of Professor Henk G. Schmidt, the Dean of the Faculty of Social Sciences, Erasmus University Rotterdam, The Netherlands and a Distinguished Academic at Republic Polytechnic. Her research focuses on the effects of authentic assessment on student learning in a problem-based learning environment.

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
Rotterdam, Netherlands

Henk Schmidt is a professor of Psychology and the Dean of the Faculty of Social Sciences at the Erasmus University Rotterdam, The Netherlands. Professor Schmidt has been appointed as a Distinguished Academic for Republic Polytechnic, Singapore. His areas of research interest are learning and memory, and he has published extensively on problem-based learning, long-term memory, and the development of expertise in medicine.

Ref: L08P0357