UNIVERSITY STUDENTS' SELF-ASSESSMENT: LITERATURE REVIEW/La autoevaluación del estudiante universitario: revisión de la literatura

• Published in: Teoría de la educación 2021-07, Vol.33 (2), p.217
• Main Authors: Kambourova, Miglena, Gonzalez-Agudelo, Elvia Maria, Grisales-Franco, Lina Maria
• Format: Article
• Language: English
• ISSN: 1130-3743
• DOI: 10.14201/teri.23672

The Bologna Declaration of 1999 promoted different changes in higher education in Europe and around the world, including the transformation of learning assessment. Therefore, self-assessment has been considered one of the ways to innovate the assessment process. Research carried out on it has mainly focused on analyzing its advantages and disadvantages and on comparing students' and teachers' grades. Thus, the purpose of this study was to establish the state of the art of self-assessment of learning in higher education through a review of the existing literature. Self-assessment was approached from didactics (teaching-learning process), understood as a complex system with its components: the problem, the objectives, the contents, the methods, the means, the form (time and space), the assessment and the self-assessment. The bibliographic search was performed on sources of academic and scientific information: databases on education, repositories, and local library systems. Products from research carried out between 2006 and 2020, in English, Spanish and Portuguese, were considered, selecting a total of 69 studies that fulfilled the established inclusion criteria. Three trends were identified in them: 1) the relationship among assessment, self-assessment, and learning; 2) self-assessment in favor of learning for the development of students' abilities; 3) self-assessment and measurement of learning. Based on the results obtained, the need to carry out studies that analyze self-assessment in relation to didactic components is evident; from humanistic didactics, by recognizing students as a human being, believing in, and guiding them towards lifelong learning. More in-depth international studies are recommended, particularly in the Latin American context and with interpretative approaches.