Özet:

This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating: a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability of students to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessment is implemented through various ways that include inter alia electronic and non-electronic self-assessment tools. Internationally, most studies have examined and proved the contribution of student self-assessment to improvement of performance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence, motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’ awareness of self-assessment ability and self-control, makes students change attitudes towards course, prepares employability skills of students, reduces anxiety for assessment, increases students’ responsibility about their learning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was found only one study that examined the implementation of student self-assessment in Higher education and its impact on students and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivates students to try more and helps them identify gaps in their learning. Student self-assessment ability and factors that affect this ability have been examined only internationally, so in Greece there is a research gap concerning these parameters. Tertiary students can self-assess accurately and this ability depends on specific factors such as confidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction and dynamic assessment.

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