A CRITICAL REVIEW OF RESEARCH ON SELF-ASSESSMENT AS AN ALTERNATIVE TO TRADITIONAL ASSESSMENT IN A DIGITAL AGE

Abstract

This article is a critical review of research on student self-assessment as alternative to traditional assessment in digital age. While it is frequently argued that assessment sits at the heart of the learning process, in practice assessment often remains narrowly focused
on qualifications and reporting achievements, driven by institutional and societal aspirations and tensions such as accountability and economic wellbeing. The purpose of this review is to provide an updated overview of theory and research, the treatment of theory and research involves articulating a refined definition and operationalization of student self-assessment, Process of self- assessment, importance of self-assessment, theoretical rationale of self-assessment, implication practices or how self-assessment, challenges of self-assessment and future of self-assessment in classroom practices. The review of empirical studies offers a critical perspective on what has been investigated. Empirical research signals that self-assessment is an important factor supporting and engaging students with learning. Despite this, there has been no explicit comparison or evaluation of theoretical rational or challenges of student self-assessment. To the uninitiated, self-assessment often appears as an amorphous, unique process. This paper evaluates the theoretical rational of self-assessment its importance, challenges, and technological learning assessment. This paper also provides overview of empirical research related to the self-assessment.