Self-Assessment in Higher Education: Students’ Experience, Perceived Usefulness, and Support Needs

Titolo Rivista EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING
Autori/Curatori Marta Salvucci
Anno di pubblicazione 2026 Fascicolo 2026/1
Lingua Inglese Numero pagine 12 P. 97-108 Dimensione file 0 KB
DOI 10.3280/exioa1-2026oa23220
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This study explores the role of self-assessment in higher education, with particular attention to its pedagogical value and students’ perceptions within the university context. Grounded in the post-Bologna Process reforms, self-assessment is conceptualized as a formative and metacognitive practice that fosters learners’ awareness, autonomy, and responsibility in their learning processes. It is framed not merely as a technical procedure but as a complex educational competence involving cognitive, reflective, and identity-related dimensions.

The research adopts a descriptive quantitative approach based on a survey combining dichotomous and Likert-type items administered at the University of Urbino during the 2024-2025 academic year. A total of 1,030 student responses were analyzed through descriptive statistics focusing on three dimensions: prior experience with self-assessment, perceived usefulness, and the need for supporting tools. Results show moderate and uneven levels of experience across age groups, without significant developmental patterns. In contrast, perceptions of usefulness are consistently high, exceeding 80% in all groups, alongside a strong demand for structured guidance tools.

Findings highlight a misalignment between limited exposure to self-assessment practices and students’ strong recognition of their educational value. This pattern suggests that self-assessment is still not systematically integrated into university teaching, despite being widely perceived as beneficial. The study concludes that greater institutional integration of self-assessment, supported by clear criteria, teacher mediation, and structured tools, is essential to enhance student engagement, metacognitive development, and lifelong learning competencies.

Parole chiave:Self-assessment;Higher education;Metacognition;Student autonomy;Formative assessment

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Marta Salvucci, Self-Assessment in Higher Education: Students’ Experience, Perceived Usefulness, and Support Needs in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2026, pp 97-108, DOI: 10.3280/exioa1-2026oa23220