ABSTRACT
Many writers have emphasized the importance of student self-assessment in higher education. It has been argued that self-assessment should be a continuing focus throughout undergraduate education (Burgess et al., 1999) and a main goal of higher education (Sluijmans et al., 1998). The development of self-assessment ability is also recognized as a distinct outcome of higher education (Boud, 1986; Dearing, 1997; Stefani, 1998) and a critical educational tool for learning beyond university education (Tamir, 1999; Taras, 2001). Consequently, many have noted that student self-assessment is a common feature in courses in higher education (Boud, 1995; Brown & Glasner, 1999; Dochy & Segers, 1999). Brew (1995) in particular observed self-assessment to be ‘a normal and regular part of university teaching since the 1980’s’ (p. 52).
