Student Self-Assessment Processes: Unpacking the Critical Role of Affect

Student self-assessment (SA) refers to a suite of classroom activities wherein students reflect on their own work, abilities, and
learning processes. When tailored to students’ needs and systematically integrated in classroom instruction, SA activities cultivate
students’ capacity to manage their own learning, making SA foundational for success in K-12 classrooms and dynamic
environments beyond (e.g., workplaces, higher education). Problematically, research continues to show that students are not
receiving the full benefits of SA. A primary barrier to supporting systematic and tailored approaches to SA is that research has yet
to unpack the affective processes of SA – students’ dynamic emotional responses that drive their approaches when engaged in
SA and catalyze the transfer of information from working to long-term memory. These affective processes have remained elusive
because they must be captured in real time as learners engage in an authentic SA activity. This research will leverage novel realtime
measures to investigate students’ affective states during SA and how these states develop as the activity unfolds. The aim of
this research is to advance the first theory of affect’s role in SA.

Faculty Supervisor:

Christopher DeLuca

Student:

Partner:

Universidad de Deusto

Discipline:

Sociology

Sector:

Education

University:

Queen's University

Program: