A Meta-Analysis of the Effects of Reflective Self-Assessment on Academic Achievement in Primary and Secondary Populations
Date of Award
Doctor of Education (EdD)
First Advisor/Committee Member
Second Advisor/Committee Member
Third Advisor/Committee Member
meta-analysis, reflection, achievement, metacognition, effect size
Recent empirical research studies indicate that reflective self-assessment as a classroom approach can have a positive impact on student achievement. Reflective self-assessment, a form of metacognition, allows a student to think about past, current, and future learning performance. Although several discrete empirical studies have supported such hypotheses, a quantified exploration and summary of the relationship between classroom techniques of reflective self-assessment and student academic achievement is needed. The results of the current study, a meta-analysis of surveyed empirical studies from the past 26 years, indicate that reflective self-assessment has an overall effect size of .46 on academic achievement across grade levels and subjects. This effect size is considered moderate. Overall, such findings indicate that an increased use of reflective self-assessment in classrooms may provide students a chance to improve academic achievement.
Youde, Jeffrey James, "A Meta-Analysis of the Effects of Reflective Self-Assessment on Academic Achievement in Primary and Secondary Populations" (2019). Education Dissertations. 48.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Secondary Education Commons