An_AT1 Action_NN1 Research_NN1 Study_NN1 of_IO Student_NN1 Self-Assessment_NN1 in_II Higher_JJR Education_NN1 The_AT importance_NN1 of_IO formative_JJ classroom_NN1 assessment_NN1 as_II part_NN1 of_IO learning_NN1 and_CC teaching_NN1 has_VHZ been_VBN well-documented_JJ and_CC has_VHZ been_VBN found_VVN to_TO have_VHI positive_JJ impacts_NN2 on_II student_NN1 academic_JJ success_NN1 (_( Black_NP1 and_CC Wiliam_NP1 1998_MC )_) ._. 
Along_II21 with_II22 a_AT1 shift_NN1 to_II more_RGR student-centered_JJ learning_NN1 ,_, educators_NN2 ,_, particularly_RR at_II the_AT PreK-12_MC level_JJ ,_, have_VH0 witnessed_VVN increased_JJ interest_NN1 in_II formative_JJ classroom_NN1 assessment_NN1 ,_, or_CC assessment_NN1 for_IF learning_NN1 (_( see_VV0 Stiggins_NP1 2005_MC ;_; Stiggins_NP1 et_RA21 al_RA22 ._. 
2007_MC ;_; Wiggins_NP1 1998_MC )_) ._. 
Elwood_NN1 and_CC Klenowski_NP1 (_( 2002_MC )_) characterized_VVD assessment_NN1 for_IF learning_VVG as_II assessment_NN1 that_CST enables_VVZ students_NN2 to_TO understand_VVI their_APPGE own_DA learning_NN1 and_CC goals_NN2 through_II effective_JJ feedback_NN1 ._. 
They_PPHS2 further_VV0 stated_VVN that_CST "_" to_TO improve_VVI learning_NN1 and_CC indeed_RR teaching_VVG ,_, assessment_NN1 must_VM be_VBI formative_JJ in_II both_RR function_VV0 and_CC purpose_NN1 and_CC must_VM put_VVI the_AT student_NN1 at_II the_AT centre_NN1 of_IO the_AT assessment_NN1 process_NN1 "_" (_( p._NNU 244_MC )_) ._. 
Stiggins_NP1 and_CC his_APPGE colleagues_NN2 at_II the_AT Educational_JJ Testing_NN1 Service_NN1 's_GE Assessment_NN1 Training_NN1 Institute_NN1 (_( see_VV0 Stiggins_NP1 2005_MC ;_; Stiggins_NP1 et_RA21 al_RA22 ._. 
2007_MC ;_; Stiggins_NP1 and_CC Chappuis_NP1 2005_MC )_) advocate_VV0 for_IF student-centered_JJ assessment_NN1 practices_NN2 ;_; specifically_RR ,_, they_PPHS2 argue_VV0 that_DD1 quality_NN1 classroom_NN1 assessment_NN1 ,_, including_II involving_VVG students_NN2 in_II the_AT assessment_NN1 process_NN1 ,_, can_VM result_VVI in_II achievement_NN1 gains_NN2 and_CC student_NN1 excitement_NN1 about_II learning_NN1 ._. 
One_MC1 form_NN1 of_IO student-involved_JJ assessment_NN1 ,_, student_NN1 self-assessment_NN1 ,_, has_VHZ been_VBN defined_VVN broadly_RR as_CSA "_" the_AT involvement_NN1 of_IO students_NN2 in_II making_VVG judgements_NN2 of_IO their_APPGE learning_NN1 "_" (_( Tan_NN1 2008_MC ,_, p._NN1 16_MC )_) ._. 
Student_NN1 self-assessment_NN1 ranges_VVZ from_II students_NN2 scoring_VVG or_CC grading_VVG their_APPGE own_DA work_NN1 to_II students_NN2 evaluating_VVG their_APPGE progress_NN1 in_II an_AT1 instructional_JJ program_NN1 ._. 
Tan_NN1 provided_VVD a_AT1 conceptualization_NN1 of_IO four_MC types_NN2 of_IO student_NN1 self-assessment_NN1 ,_, which_DDQ includes_VVZ involving_VVG students_NN2 in_II judging_VVG their_APPGE (_( a_ZZ1 )_) behavior_NN1 in_II self-assessment_NN1 activities_NN2 ,_, (_( b_ZZ1 )_) knowledge_NN1 in_II self-assessment_NN1 activities_NN2 ,_, (_( c_ZZ1 )_) standards_NN2 within_II the_AT program_NN1 of_IO study_NN1 ,_, and_CC (_( d_ZZ1 )_) proficiency_NN1 within_II the_AT program_NN1 of_IO study_NN1 ._. 
Based_VVN on_II a_AT1 3-year_JJ study_NN1 ,_, the_AT Board_NN1 on_II Testing_NP1 and_CC Assessment_NN1 of_IO the_AT National_JJ Research_NN1 Council_NN1 included_VVD student_NN1 self-assessment_NN1 as_II part_NN1 of_IO its_APPGE vision_NN1 for_IF the_AT future_NN1 of_IO assessment_NN1 ,_, noting_VVG its_APPGE potential_NN1 to_TO support_VVI the_AT development_NN1 of_IO metacognitive_JJ skills_NN2 and_CC to_TO help_VVI students_NN2 internalize_VVI the_AT criteria_NN2 for_IF high_JJ quality_NN1 work_NN1 (_( Pellegrino_NP1 and_CC Chudowsky_NP1 2003_MC )_) ._. 
More_RGR recently_RR ,_, in_II a_AT1 report_NN1 published_VVN by_II the_AT Higher_JJR Education_NN1 Research_NN1 Institute_NN1 (_( DeAngelo_NP1 et_RA21 al_RA22 ._. 
2009_MC )_) ,_, researchers_NN2 noted_VVD an_AT1 increase_NN1 in_II faculty_NN1 support_NN1 for_IF enhancing_VVG student_NN1 selfunderstanding_VVG ,_, providing_VVG evidence_NN1 that_CST enhancing_VVG metacognitive_JJ skills_NN2 has_VHZ become_VVN increasingly_RR important_JJ to_II college_NN1 and_CC university_NN1 faculty_NN1 ._. 
In_II31 addition_II32 to_II33 supporting_JJ students_NN2 in_II their_APPGE development_NN1 of_IO metacognitive_JJ skills_NN2 ,_, researchers_NN2 (_( Elwood_NP1 and_CC Klenowski_NP1 2002_MC ;_; Shepard_NP1 2000_MC )_) have_VH0 noted_VVN that_DD1 self-assessment_NN1 helps_VVZ students_NN2 take_VVI more_DAR responsibility_NN1 for_IF their_APPGE own_DA learning_NN1 and_CC facilitates_VVZ collaborative_JJ relationships_NN2 among_II teachers_NN2 and_CC students_NN2 ._. 
Other_JJ researchers_NN2 (_( Black_NP1 and_CC Wiliam_NP1 1998_MC ;_; Tan_NN1 2008_MC )_) have_VH0 similarly_RR cited_VVN self-assessment_NN1 as_II a_AT1 critical_JJ aspect_NN1 of_IO assessment_NN1 for_IF learning_NN1 ,_, as_II31 well_II32 as_II33 lifelong_JJ learning_NN1 ._. 
According_II21 to_II22 Tan_NN1 (_( 2008_MC )_) ,_, Perhaps_RR the_AT most_RGT critical_JJ need_NN1 for_IF students_NN2 to_TO meet_VVI their_APPGE own_DA future_JJ learning_NN1 needs_NN2 is_VBZ their_APPGE capacity_NN1 to_TO judge_VVI what_DDQ their_APPGE own_DA learning_NN1 needs_NN2 are_VBR and_CC how_RRQ they_PPHS2 can_VM go_VVI about_II meeting_VVG these_DD2 needs_NN2 ._. 
Self-assessment_NN1 ability_NN1 is_VBZ ,_, therefore_RR ,_, a_AT1 critical_JJ ingredient_NN1 for_IF students_NN2 '_GE lifelong_JJ learning_NN1 (_( p._NNU 27_MC )_) ._. 
Despite_II the_AT importance_NN1 of_IO student_NN1 self-assessment_NN1 ,_, its_APPGE practice_NN1 in_II education_NN1 in_RR21 general_RR22 (_( Black_NP1 and_CC Wiliam_NP1 1998_MC )_) ,_, and_CC in_II higher_JJR education_NN1 in_RR21 particular_RR22 (_( Taras_NP2 2002_MC )_) ,_, is_VBZ rare_JJ ._. 
Studies_NN2 of_IO student_NN1 self-assessment_NN1 are_VBR similarly_RR lacking_VVG ._. 
Although_CS researchers_NN2 have_VH0 investigated_VVN self-assessment_NN1 as_II part_NN1 of_IO larger_JJR formative_JJ assessment_NN1 plans_NN2 (_( see_VV0 Wiliam_NP1 et_RA21 al_RA22 ._. 
2004_MC )_) ,_, as_CSA Black_JJ and_CC Wiliam_NP1 (_( 1998_MC )_) noted_VVD in_II their_APPGE review_NN1 of_IO the_AT literature_NN1 on_II formative_JJ classroom_NN1 assessment_NN1 ,_, there_EX is_VBZ a_AT1 lack_NN1 of_IO studies_NN2 that_CST focus_VV0 specifically_RR on_II the_AT effectiveness_NN1 of_IO student_NN1 self-assessment_NN1 ._. 
Tan_NN1 (_( 2008_MC )_) ,_, who_PNQS conducted_VVD a_AT1 study_NN1 that_CST resulted_VVD in_II a_AT1 framework_NN1 of_IO student_NN1 self-assessment_NN1 practices_NN2 in_II higher_JJR education_NN1 ,_, focused_VVN on_II university_NN1 instructors_NN2 '_GE experiences_NN2 implementing_VVG self-assessment_NN1 ;_; however_RR ,_, in_II his_APPGE conclusion_NN1 ,_, he_PPHS1 noted_VVD a_AT1 lack_NN1 of_IO research_NN1 on_II self-assessment_NN1 from_II the_AT student_NN1 perspective_NN1 ._. 
Thus_RR ,_, the_AT purpose_NN1 of_IO this_DD1 study_NN1 was_VBDZ to_TO investigate_VVI the_AT effectiveness_NN1 of_IO student_NN1 self-assessment_NN1 in_II two_MC university_NN1 courses_NN2 from_II the_AT student_NN1 and_CC instructor_NN1 perspectives_NN2 ._. 
Background_NN1 I_PPIS1 implemented_VVD student_NN1 self-assessment_NN1 exercises_VVZ as_II an_AT1 instructional_JJ strategy_NN1 in_II two_MC courses_NN2 I_PPIS1 taught_VVD during_II the_AT 2007-2008_MCMC academic_JJ year_NNT1 ,_, "_" Teacher_NN1 ,_, School_NN1 and_CC Society_NN1 "_" and_CC Technology_NN1 for_IF School_NN1 Administrators_NN2 ._. "_" 
The_AT purposes_NN2 of_IO the_AT self-assessment_NN1 exercises_NN2 were_VBDR (_( a_ZZ1 )_) to_TO help_VVI students_NN2 reflect_VVI on_II their_APPGE performance_NN1 in_II the_AT course_NN1 ;_; (_( b_ZZ1 )_) to_TO help_VVI students_NN2 identify_VVI areas_NN2 of_IO strength_NN1 ,_, areas_NN2 for_IF improvement_NN1 ,_, and_CC what_DDQ they/I/their_FU classmates_NN2 could_VM do_VDI to_TO help_VVI them_PPHO2 be_VBI successful_JJ ;_; (_( c_ZZ1 )_) to_TO motivate_VVI students_NN2 to_TO do_VDI well_RR in_II the_AT course_NN1 ;_; and_CC (_( d_ZZ1 )_) to_TO provide_VVI me_PPIO1 with_IW information_NN1 about_II student_NN1 perceptions_NN2 of_IO their_APPGE progress_NN1 ,_, including_II facilitating_VVG factors_NN2 and_CC barriers_NN2 to_II their_APPGE progress_NN1 ._. 
The_AT Study_NN1 To_TO determine_VVI the_AT effectiveness_NN1 of_IO the_AT student_NN1 self-assessment_NN1 exercises_NN2 ,_, I_PPIS1 included_VVD a_AT1 "_" Self-_JJ Assessment_NN1 Exercises_NN2 "_" section_NN1 on_II an_AT1 "_" Instructional_JJ Methods_NN2 Survey_VV0 "_" that_CST I_PPIS1 administered_VVD to_II students_NN2 during_II the_AT last_MD face-to-face_JJ class_NN1 meeting_NN1 fall_NN1 and_CC spring_NN1 semesters_NN2 ._. 
Students_NN2 who_PNQS completed_VVD the_AT survey_NN1 had_VHD volunteered_VVN to_TO do_VDI so_RR and_CC had_VHD signed_VVN consent_NN1 forms_NN2 ;_; the_AT study_NN1 had_VHD been_VBN approved_VVN by_II the_AT University_NN1 's_GE Institutional_JJ Review_NN1 Board_NN1 ._. 
The_AT "_" Self-Assessment_NN1 Exercises_NN2 "_" section_NN1 of_IO the_AT survey_NN1 included_VVD four_MC rating_NN1 scale_NN1 items_NN2 and_CC two_MC open-ended_JJ items_NN2 ._. 
Rating_VVG scale_NN1 options_NN2 ranged_VVN from_II "_" 1_MC1 "_" (_( Strongly_RR Disagree_VV0 )_) to_II "_" 4_MC "_" (_( Strongly_RR Agree_VV0 )_) ;_; there_EX was_VBDZ no_AT midpoint_NN1 on_II the_AT scale_NN1 ._. 
Of_IO the_AT 71_MC students_NN2 in_II the_AT four_MC classes_NN2 ,_, 58_MC completed_VVD the_AT "_" Self-Assessment_NN1 Exercises_NN2 "_" section_NN1 of_IO the_AT "_" Instructional_JJ Methods_NN2 Survey_VV0 ,_, "_" an_AT1 81.7%_FO response_NN1 rate_NN1 ._. 
I_PPIS1 analyzed_VVD rating_VVG scale_NN1 survey_NN1 data_NN using_VVG descriptive_JJ statistics_NN and_CC open-ended_JJ survey_NN1 data_NN by_II categorizing_VVG responses_NN2 according_II21 to_II22 prominent_JJ themes_NN2 ._. 
In_II31 addition_II32 to_II33 survey_NN1 data_NN ,_, I_PPIS1 developed_VVD a_AT1 brief_JJ reflection_NN1 of_IO my_APPGE experience_NN1 regarding_II the_AT student_NN1 self-assessment_NN1 exercises_NN2 ._. 
Reflection_NN1 is_VBZ a_AT1 key_JJ component_NN1 of_IO the_AT action_NN1 research_NN1 process_NN1 (_( Mertler_NP1 2009_MC )_) as_CSA action_NN1 research_NN1 is_VBZ inherently_RR about_II examining_VVG one_PN1 's_GE own_DA practice_NN1 (_( McLean_NP1 1995_MC )_) ._. 
Results_NN2 According_II21 to_II22 student_NN1 survey_NN1 responses_NN2 ,_, overall_RR ,_, the_AT student_NN1 self-assessment_NN1 exercises_NN2 were_VBDR an_AT1 effective_JJ instructional_JJ method_NN1 for_IF both_DB2 the_AT "_" Teacher_NN1 ,_, School_NN1 and_CC Society_NN1 "_" undergraduate_NN1 course_NN1 and_CC the_AT "_" Technology_NN1 for_IF School_NN1 Administrators_NN2 "_" graduate_VV0 course_NN1 ._. 
The_AT majority_NN1 of_IO students_NN2 who_PNQS completed_VVD the_AT survey_NN1 either_RR agreed_VVN (_( 43.9%_FO )_) or_CC strongly_RR agreed_VVN (_( 43.9%_FO )_) that_CST the_AT self-assessment_NN1 exercises_NN2 were_VBDR an_AT1 effective_JJ instructional_JJ method_NN1 ._. 
More_RGR specific_JJ findings_NN2 are_VBR described_VVN in_II the_AT following_JJ sections_NN2 ,_, organized_VVN by_II themes_NN2 from_II the_AT rating_NN1 scale_NN1 and_CC openended_JJ survey_NN1 data_NN ,_, including_II (_( a_ZZ1 )_) opportunity_NN1 for_IF reflection_NN1 ,_, (_( b_ZZ1 )_) monitoring_VVG progress_NN1 ,_, (_( c_ZZ1 )_) motivation_NN1 and_CC other_JJ strengths_NN2 ,_, and_CC (_( d_ZZ1 )_) suggestions_NN2 for_IF improvement_NN1 ._. 
Opportunity_NN1 for_IF Reflection_NN1 The_AT majority_NN1 of_IO students_NN2 who_PNQS completed_VVD the_AT survey_NN1 across_II the_AT four_MC courses_NN2 either_RR agreed_VVN (_( 49.1%_FO )_) or_CC strongly_RR agreed_VVN (_( 42.1%_FO )_) that_CST the_AT student_NN1 self-assessment_NN1 exercises_NN2 helped_VVD them_PPHO2 to_TO reflect_VVI on_II their_APPGE performance_NN1 in_II the_AT course_NN1 ._. 
Responses_NN2 to_II the_AT open-ended_JJ item_NN1 that_CST requested_VVD students_NN2 to_TO provide_VVI one_MC1 to_II three_MC strengths_NN2 of_IO the_AT exercises_NN2 further_RRR supported_VVD this_DD1 finding_NN1 ._. 
The_AT following_JJ are_VBR representative_JJ student_NN1 responses_NN2 (_( i.e._REX ,_, quotes_VVZ )_) related_VVD to_II this_DD1 theme_NN1 :_: Encouraged_VVN reflection_NN1 in_II areas_NN2 of_IO need_NN1 ._. 
Allowed_VVD me_PPIO1 to_TO reflect_VVI on_II things_NN2 I_PPIS1 never_RR would_VM have_VHI ._. 
Did_VDD make_VVI you_PPY take_VVI an_AT1 honest_JJ look_NN1 at_II your_APPGE professional_JJ performance_NN1 ._. 
Made_VVD me_PPIO1 think_NN1 about_II how_RRQ I_PPIS1 was_VBDZ doing_VDG ._. 
These_DD2 assignments_NN2 helped_VVD me_PPIO1 to_TO reflect_VVI on_II my_APPGE learnings_NN2 from_II this_DD1 course_NN1 ._. 
I_PPIS1 think_VV0 they_PPHS2 were_VBDR a_AT1 good_JJ way_NN1 to_TO independently_RR think/analyze_VVI the_AT course_NN1 material_NN1 ._. 
You_PPY think_VV0 about_II how_RRQ you_PPY are_VBR doing_VDG while_CS taking_VVG them_PPHO2 which_DDQ makes_VVZ you_PPY evaluate_VVI yourself_PPX1 ._. 
Chance_NP1 to_TO reflect_VVI on_II my_APPGE own_DA philosophies_NN2 ._. 
Monitoring_VVG Progress_NN1 In_II31 addition_II32 to_II33 providing_VVG an_AT1 opportunity_NN1 for_IF reflection_NN1 ,_, a_AT1 related_JJ theme_NN1 that_CST was_VBDZ evident_JJ from_II the_AT data_NN was_VBDZ that_CST the_AT student_NN1 self-assessment_NN1 exercises_NN2 helped_VVD students_NN2 monitor_VVI their_APPGE progress_NN1 over_II time_NNT1 ._. 
This_DD1 included_VVD identifying_VVG strengths_NN2 ,_, learning_VVG ,_, growth_NN1 ,_, and_CC hard_JJ work_NN1 as_II31 well_II32 as_II33 identifying_VVG areas_NN2 for_IF improvement_NN1 ._. 
The_AT majority_NN1 of_IO students_NN2 who_PNQS completed_VVD the_AT survey_NN1 agreed_VVN (_( 49.1%_FO )_) or_CC strongly_RR agreed_VVN (_( 40.4%_FO )_) that_CST the_AT exercises_NN2 helped_VVD them_PPHO2 to_TO identify_VVI areas_NN2 of_IO strength_NN1 and_CC areas_NN2 for_IF improvement_NN1 ._. 
The_AT following_JJ representative_JJ student_NN1 responses_NN2 demonstrate_VV0 this_DD1 aspect_NN1 of_IO the_AT exercises_NN2 :_: Helped_VVD me_PPIO1 look_VVI at_II the_AT big_JJ picture_NN1 and_CC quickly_RR assess_VV0 myself_PPX1 in_II different_JJ areas_NN2 ._. 
Helped_VVD me_PPIO1 assess_VVI my_APPGE strengths_NN2 and_CC weaknesses_NN2 ._. 
I_PPIS1 was_VBDZ surprised_JJ to_TO see_VVI that_CST I_PPIS1 had_VHD actually_RR become_VV0 more_RGR knowledgeable_JJ in_II some_DD areas_NN2 ._. 
Helped_VVD me_PPIO1 recognize_VVI what_DDQ I_PPIS1 needed_VVD to_TO focus_VVI and_CC work_VVI harder_RRR on_RP ._. 
Motivation_NN1 and_CC Other_JJ Strengths_NN2 Although_CS there_EX were_VBDR no_AT student_NN1 comments_VVZ specific_JJ to_II motivational_JJ aspects_NN2 of_IO the_AT selfassessment_NN1 exercises_NN2 ,_, the_AT majority_NN1 of_IO students_NN2 who_PNQS completed_VVD the_AT survey_NN1 either_RR strongly_RR agreed_VVN (_( 45.6%_FO )_) or_CC agreed_VVN (_( 40.4%_FO )_) that_CST the_AT exercises_NN2 motivated_VVN them_PPHO2 to_TO do_VDI well_RR in_II the_AT course_NN1 ._. 
Additional_JJ themes_NN2 from_II student_NN1 survey_NN1 responses_NN2 regarding_II strengths_NN2 of_IO the_AT selfassessment_NN1 exercises_NN2 included_VVD feedback_NN1 to_II the_AT instructor_NN1 and_CC procedures_NN2 related_VVN to_II the_AT exercises_NN2 ._. 
The_AT two_MC comments_NN2 regarding_II feedback_NN1 to_II the_AT instructor_NN1 came_VVD from_II the_AT undergraduate_NN1 course_NN1 :_: Let_VV0 us_PPIO2 know_VVI you_PPY are_VBR interested_JJ in_II our_APPGE learning_NN1 ._. 
It_PPH1 gave_VVD you_PPY our_APPGE feelings_NN2 about_II the_AT course_NN1 ._. 
The_AT procedural_JJ aspects_NN2 of_IO the_AT self-assessment_NN1 exercises_VVZ that_CST students_NN2 noted_VVN as_CSA strengths_NN2 included_VVD consistency_NN1 and_CC timeliness_NN1 of_IO the_AT exercises_NN2 ,_, the_AT change_NN1 in_II questions_NN2 for_IF each_DD1 exercise_NN1 ,_, and_CC the_AT four-point_JJ rating_NN1 scale_NN1 ._. 
Suggestions_NN2 for_IF Improvement_NN1 Students_NN2 were_VBDR also_RR asked_VVN to_TO provide_VVI one_MC1 to_II three_MC suggestions_NN2 for_IF improving_VVG the_AT student_NN1 selfassessment_NN1 exercises_NN2 ._. 
Although_CS there_EX were_VBDR fewer_DAR responses_NN2 to_II this_DD1 question_NN1 compared_VVN to_II the_AT number_NN1 of_IO responses_NN2 regarding_II strengths_NN2 ,_, one_MC1 theme_NN1 that_CST emerged_VVD from_II these_DD2 data_NN was_VBDZ the_AT suggestion_NN1 to_TO make_VVI the_AT exercises_NN2 more_RRR of_IO a_AT1 focus_NN1 of_IO the_AT course_NN1 ._. 
Another_DD1 theme_NN1 ,_, which_DDQ came_VVD from_II undergraduate_NN1 responses_NN2 ,_, was_VBDZ that_CST the_AT assessments_NN2 be_VBI related_VVN more_RRR to_II course_NN1 grades_NN2 and_CC "_" less_RGR subjective_JJ ._. "_" 
Instructor_NN1 Perspective_NN1 Implementing_VVG student_NN1 self-assessment_NN1 exercises_VVZ as_II part_NN1 of_IO the_AT "_" Teacher_NN1 ,_, School_NN1 and_CC Society_NN1 "_" and_CC "_" Technology_NN1 for_IF School_NN1 Administrators_NN2 "_" courseswas_NN2 beneficial_JJ forme_NN1 ,_, not_XX only_RR because_II21 of_II22 the_AT ways_NN2 they_PPHS2 contributed_VVD to_II student_NN1 learning_NN1 as_CSA described_VVN in_II the_AT previous_JJ section_NN1 ,_, but_CCB also_RR because_CS they_PPHS2 provided_VVD me_PPIO1 with_IW valuable_JJ student_NN1 feedback_NN1 at_II key_JJ times_NNT2 during_II the_AT semester_NN1 and_CC supplemented_VVD the_AT course_NN1 evaluation_NN1 data_NN collected_VVN from_II students_NN2 by_II the_AT University_NN1 at_II the_AT end_NN1 of_IO the_AT semester_NN1 ._. 
I_PPIS1 used_VVD the_AT information_NN1 from_II these_DD2 exercises_NN2 to_TO make_VVI changes_NN2 to_II the_AT courses_NN2 while_CS they_PPHS2 were_VBDR in_II progress_NN1 and_CC to_TO make_VVI changes_NN2 to_II the_AT courses_NN2 for_IF the_AT next_MD semester_NN1 ._. 
In_II31 addition_II32 to_II33 helping_VVG me_PPIO1 improve_VVI instruction_NN1 ,_, the_AT self-assessment_NN1 exercises_NN2 helped_VVD me_PPIO1 improve_VVI my_APPGE interactions_NN2 and_CC relationships_NN2 with_IW students_NN2 ;_; they_PPHS2 helped_VVD me_PPIO1 get_VVI to_TO know_VVI the_AT students_NN2 better_RRR both_RR academically_RR and_CC personally_RR ._. 
I_PPIS1 was_VBDZ sometimes_RT surprised_VVN at_II how_RGQ open_JJ and_CC thoughtful_JJ students_NN2 were_VBDR in_II their_APPGE responses_NN2 ._. 
I_PPIS1 found_VVD this_DD1 aspect_NN1 of_IO the_AT exercises_NN2 particularly_RR useful_JJ for_IF the_AT graduate_NN1 course_NN1 ,_, which_DDQ was_VBDZ predominantly_RR online_JJ ._. 
Conclusion_NN1 The_AT student_NN1 self-assessment_NN1 exercises_VVZ that_CST I_PPIS1 implemented_VVD in_II the_AT "_" Teacher_NN1 ,_, School_NN1 and_CC Society_NN1 "_" and_CC "_" Technology_NN1 for_IF School_NN1 Administrators_NN2 "_" courses_NN2 during_II the_AT 2007-2008_MCMC academic_JJ year_NNT1 were_VBDR conceptually_RR similar_JJ to_II Tan_NN1 's_GE (_( 2008_MC )_) description_NN1 of_IO students_NN2 judging_VVG their_APPGE proficiency_NN1 within_II a_AT1 program_NN1 of_IO study_NN1 ,_, whereby_RRQ the_AT instructor_NN1 uses_VVZ student_NN1 selfassessments_NN2 to_TO give_VVI students_NN2 responsibility_NN1 for_IF monitoring_VVG and_CC attaining_VVG progress_NN1 ,_, thereby_RR encouraging_JJ students_NN2 to_TO develop_VVI reflection_NN1 as_II a_AT1 professional_JJ trait_NN1 ._. 
The_AT results_NN2 of_IO the_AT action_NN1 research_NN1 study_NN1 support_NN1 claims_VVZ that_DD1 student_NN1 self-assessment_NN1 can_VM facilitate_VVI the_AT development_NN1 of_IO students_NN2 '_GE metacognitive_JJ skills_NN2 ,_, help_VV0 them_PPHO2 take_VVI more_DAR responsibility_NN1 for_IF their_APPGE own_DA learning_NN1 ,_, and_CC support_VV0 collaborative_JJ relationships_NN2 between_II teacher_NN1 and_CC students_NN2 (_( Elwood_NP1 and_CC Klenowski_NP1 2002_MC ;_; Shepard_NP1 2000_MC )_) ._. 
In_II31 addition_II32 to_II33 evaluating_VVG the_AT self-assessment_NN1 exercises_VVZ as_II an_AT1 effective_JJ instructional_JJ method_NN1 ,_, students_NN2 in_II both_DB2 the_AT undergraduate_NN1 and_CC graduate_VV0 courses_NN2 indicated_VVD that_CST completing_VVG the_AT exercises_NN2 provided_VVD them_PPHO2 the_AT opportunity_NN1 to_TO reflect_VVI on_II the_AT course_NN1 and_CC their_APPGE performance_NN1 ,_, helped_VVD them_PPHO2 to_TO monitor_VVI their_APPGE own_DA progress_NN1 ,_, motivated_VVN them_PPHO2 to_TO do_VDI well_RR in_II the_AT course_NN1 ,_, and_CC provided_VVD them_PPHO2 the_AT opportunity_NN1 to_TO give_VVI feedback_NN1 to_II the_AT instructor_NN1 ._. 
The_AT instructor_NN1 reflection_NN1 on_II implementing_VVG student_NN1 self-assessment_NN1 exercises_VVZ further_RRR supported_VVD the_AT benefits_NN2 cited_VVN above_RL ._. 
Additionally_RR ,_, the_AT self-assessment_NN1 exercises_VVZ provided_CS useful_JJ feedback_NN1 for_IF course_NN1 improvement_NN1 and_CC facilitated_VVD better_JJR interactions_NN2 and_CC relationships_NN2 with_IW students_NN2 ._. 
More_DAR action_NN1 research_NN1 and_CC other_JJ types_NN2 of_IO studies_NN2 need_VV0 to_TO be_VBI conducted_VVN with_IW diverse_JJ groups_NN2 of_IO post-secondary_JJ students_NN2 across_II disciplines_NN2 to_TO get_VVI a_AT1 more_RGR complete_JJ picture_NN1 of_IO the_AT effectiveness_NN1 of_IO implementing_VVG self-assessment_NN1 as_II an_AT1 instructional_JJ strategy_NN1 in_II higher_JJR education_NN1 ._. 
In_RR21 particular_RR22 ,_, the_AT students_NN2 who_PNQS participated_VVD in_II this_DD1 study_NN1 were_VBDR pre-service_JJ and_CC in-service_JJ educators_NN2 ,_, who_PNQS are_VBR expected_VVN to_TO demonstrate_VVI reflection_NN1 as_II part_NN1 of_IO professional_JJ practice_NN1 (_( see_VV0 National_JJ Board_NN1 for_IF Professional_JJ Teaching_NN1 Standards_NN2 1989_MC )_) ;_; therefore_RR ,_, it_PPH1 is_VBZ important_JJ to_TO conduct_VVI studies_NN2 of_IO self-assessment_NN1 as_II an_AT1 instructional_JJ strategy_NN1 with_IW students_NN2 from_II other_JJ ,_, non-education_NN1 ,_, disciplines_NN2 ._. 
Finally_RR ,_, student_NN1 self-assessment_NN1 as_II an_AT1 example_NN1 of_IO assessment_NN1 for_IF learning_NN1 needs_VVZ investigation_NN1 ._. 
Although_CS students_NN2 in_II this_DD1 study_NN1 agreed_VVD that_CST the_AT self-assessment_NN1 exercises_NN2 were_VBDR an_AT1 effective_JJ tool_NN1 for_IF reflection_NN1 ,_, meta-cognition_NN1 ,_, and_CC motivation_NN1 ,_, the_AT study_NN1 did_VDD not_XX directly_RR investigate_VVI the_AT impact_NN1 of_IO the_AT exercises_NN2 on_II student_NN1 learning_NN1 ._. 
As_CSA with_IW any_DD quality_NN1 classroom_NN1 assessment_NN1 ,_, student_NN1 self-assessment_NN1 should_VM not_XX only_RR assess_VVI student_NN1 learning_NN1 ,_, but_CCB should_VM also_RR positively_RR impact_VVI it_PPH1 ._. 
