Role of Self-Assessment in Developing Self-Regulation

2. Key Findings in Literature

Underestimation vs. overestimation: Higher-achieving students tend to underestimate their performance, whereas lower-achieving students are more likely to overestimate their work (Boud & Falchikov, 1989). This is also confirmed by Radović et al. (2023) in an online context.

Level of study and achievement: Students in earlier years of study more frequently overestimate their abilities (Celine et al., 2023).

Gender differences in accuracy: Male students are more likely to overestimate their work compared to female students (González-Betancor et al., 2019).

Rubrics and feedback: The accuracy of self-assessment increases when clear criteria and regular feedback are provided (Krebs et al., 2022; Nietfeld et al., 2006).