Processes and outcomes in a curriculum-level student self-assessment intervention: a case study

Effects of student self-assessment interventions are often evaluated on course level, but research on large-scale interventions is scarce. In this study, we looked at the generation of processes and outcomes in an Information and Communications Technology bachelor program where self-assessment was included as essential element of the curriculum. We used a self-assessment model as conceptual framework which was based on a systematic review and guided by the conjecture mapping approach. Our results show that most processes and outcomes which are generated and achieved in smaller-scale self-assessment contexts are also present in a curriculum-level intervention. Even though the mixed-method approach we applied had some limitations, the discussion of the results helps with increasing our understanding when, how and why self-assessment in higher education contributes to student learning and leads to new more specific research questions.