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Rickey, N., Panadero, E. and DeLuca, C. (2025) How Do Students Self-Assess? Examining the Metacognitive Processes of Student Self-Assessment. Metacognition and Learning, 20, Article No. 25.
https://doi.org/10.1007/s11409-025-09430-4

has been cited by the following article:

• TITLE: Book Review: Classroom Assessment for Learning

  AUTHORS: Xiaoli Zhang, Huiyun Tu

  KEYWORDS: Classroom Assessment, Assessment for Learning, Self-Assessment

  JOURNAL NAME: Open Access Library Journal, Vol.13 No.8, August 26, 2026

  ABSTRACT: This book review analyses how Wang et al. (2018), in Classroom Assessment for Learning, break away from a teacher-led assessment model and systematically cultivate students’ self-assessment skills. Through the transparent sharing of learning objectives, the interaction between scoring rubrics and descriptive feedback, and the application of tools such as self-assessment checklists and portfolios, this book can help students develop the ability to self-monitor and evaluate themselves. Finally, this analysis explores the constraints on the implementation of self-assessment posed by teachers’ lack of assessment literacy, students’ prior experiences and cognitive understandings, and the high-stakes external examination system.