Document Type

Conference Proceeding




The aims of this study were to design a process of self-assessment for seventh grade mathematics students and test its effectiveness in improving performance. The treatment required the students to co-create the product quality criteria for constructed response items, use the criteria to formatively self-assess their work, and revise as needed. Although there was a statistically significant association between self-assessment and performance on only one of five items, the treatment group had a higher average score on three items and total score after controlling for prior achievement. The findings suggest that research with larger sample sizes is warranted.

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