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Formative self-assessment enables students to thoughtfully reflect on the quality of their work-in-progress and their learning, and determine next steps. Self-assessment is feedback, not a matter of having students assign themselves grades or scores. That is summative self-evaluation, which, unlike the formative type, has not been shown to benefit students.
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Formative self-assessment is a core element of self-regulation, as it involves awareness of the goals of a task, checking one’s progress toward them, and making adjustments or revisions as needed. Students can give themselves useful feedback on products, such as papers and presentations, as well as on processes and procedures, such as problem-solving. Their feedback tends to be of the highest quality when it is grounded in explicit, relevant, evaluative criteria for their work that students have had an opportunity to discuss or apply to exemplars or otherwise engage with them so that they understand them. It is also important that the self-assessment be followed by opportunities to relearn and/or revise. Students tend to be honest in their self-assessments and to revise if they know they have an opportunity to improve. In fact, in order to avoid having students say or write what they think you want to hear, it is sometimes advisable for you not to collect their self-assessments. When carefully scaffolded, self-assessment can be feedback for oneself from oneself, with no additional audience.
A video about self-assessment can be found here
(https://studentsatthecenterhub.org/resource/student-centered-assessment-video-suite/)
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