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Updated: Jul 6, 2026
12:55
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Toward a common understanding of self-assessment
1Office of Continuing Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada. joan.sargeant@dal.ca
Summary
Self-assessment, crucial for lifelong learning, involves using internal and external data to improve performance. This educational perspective highlights reflection and practice standards for better self-monitoring and professional development.
Area of Science:
- Continuing Education
- Health Professions Education
- Educational Psychology
Background:
- Self-assessment's role in self-regulation and lifelong learning requires clarification.
- This issue aims to define self-assessment from an educational viewpoint.
- The summary synthesizes authors' definitions, influencing factors, and implications for research and practice.
Discussion:
- Unanimity exists in viewing self-assessment as a formative educational activity.
- Self-assessment integrates external data (e.g., practice guidelines, audits) and internal capacities (e.g., reflection, mindfulness).
- Both external benchmarks and internal cognitive-emotional skills are vital for effective self-assessment.
Key Insights:
- Self-assessment is a complex, formative process.
- It requires drawing on both objective performance standards and subjective internal states.
- Effective self-assessment informs decision-making regarding professional performance.
Outlook:
- Identifies multiple implications for educational research and practice.
- Suggests a need for further investigation into optimizing self-assessment strategies.
- Highlights the importance of fostering internal capacities like reflection and mindfulness for enhanced self-assessment.
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