Student Self-Assessment Emotions: Investigating the Role of Emotions in Self-Assessment

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Exploring Self- and Peer-Assessment (Table 13)

Abstract

Self-assessment is fundamental to student success. However, the emotions that learners experience while engaged in self-assessment are understudied. This study investigated the role that emotions play when learners self-assess and revise their writing. To capture learners’ self-assessment strategies and emotions, we engaged international university students (n=25) in a self-assessment activity followed by a retrospective, gaze-cued virtual revisit think and emote aloud protocol with emotions questionnaire. Think aloud data were analyzed using a hybrid approach. Confusion and frustration arose when learners experienced impasses with their writing, causing them to evaluate possible revisions. Such impasses interrupted feelings of enjoyment and curiosity arising from the writing topic. The emotional dynamics of self-assessment emerged as a cycle of detecting and resolving impasses.

Authors

• Nathan H. Rickey, Queen's University - Kingston

• Ernesto Panadero, Dublin City University

• Christopher DeLuca, Queen's University - Kingston