Elucidating the Self-Assessment Process: Self-Assessment Cognition, Metacognition, and Emotions

• In Event: Examining Student Learning Processes and Teacher Classroom Assessment Practices

Abstract

Self-assessment is fundamental to learning, yet the processes that comprise self-assessment are not fully understood. To investigate the cognitive, metacognitive, and emotions of university students engaged in self-assessment, we engaged participants (n=25) in a self-assessment activity followed by a retrospective, gaze-cued think aloud protocol with emotions questionnaire. Think aloud data were analyzed qualitatively using a hybrid approach to identify utterances expressing cognition, metacognition, and emotions. Joint display integration of eye tracking and think aloud data identified cognitive processes associated with use of rubrics and exemplars. Findings signaled distinct comparison processes associated with rubrics and exemplars. Feelings of difficulty served an important metacognitive monitoring function. Emotions were shaped by detection and resolution of impasses. We discuss implications for research and practice.

Authors

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

• Ernesto Panadero, Dublin City University

• Christopher DeLuca, Queen's University - Kingston