In part 1 of my research findings, I introduced several reasons as to why maybe some educators have been hesitant to apply self-assessment strategies and tools into their classrooms more often. The main reasons were because students are unable to effectively use the tools and strategies, and when the strategies are used, there is the possibility of producing unreliable inferences about student learning (Ross, 2006; Kostons et al, 2009, 2012). However, many of the same researchers also highlighted the positive aspects of using self-assessment once the students are taught the necessary skills that are required for self-assessment tools and strategies to be used effectively. Once students learn and practice these skills, there is a general increase in the positive link between self-assessment and academic success (Kostons et al., 2009, 2012).

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As students move up in their education, and the level of learning increases, students take on more of the management tasks and roles that their teachers would have once done for them (Nandagopal & Ericsson, 2011). Zimmerman and Partinez-Pons studied self-regulated learning in first year university students and found that students in the group that had been higher achieving in high school were using different self-assessment strategies more often, and are more focused in the deliberate practice of the skills that are required for them to succeed academically (1986).   Self-assessment shifts the responsibility of academic performance to the students, and they become much more actively engaged in their learning process through planning, monitoring and being in control of their learning (Young et al., 1997; Nandogopal & Ericsson, 2011). This is important because according to the social cognitive theory, learning is not passive; students need to reinforce their learning through constant practice and revision in order to reach the desired learning outcomes (Nadagopal & Ericsson, 2011; Bruin 2012).

Bruin, A.B.H (2012). Improving self-monitoring and self-regulation: from cognitive psychology to the classroom. Learning and Instruction, 22(2012), 245-252.

Nandagopal, K., & Ericsson, K.A. (2011). An expert performance approach to the study of individual differences in self-regulated learning activities I the upper-level college students.Learning and Individual Differences, 22(2012), 597-609.

Young, K.R., West, R.P., Li, L., & Peterson, L. (1997). Teaching self-management skills to students with learning and behavior problems. Reclaiming Children and Youth, 6(2), 90-96.

Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628.