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Student Self Assessment: Can It Be Used To Improve Instruction?

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2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

Women & New Faculty Development

Tagged Division

New Engineering Educators

Page Count


Page Numbers

11.1166.1 - 11.1166.9



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Paper Authors


Susan Miertschin University of Houston

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Susan L. Miertschin is an Associate Professor teaching in the Information Systems Technology program at University of Houston. Her teaching interests are in the development of information systems applications and the complementary nature of back-end developer and front-end developer skill sets. Her research is in the impact of instructional technology on student learning.

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Carole Goodson University of Houston

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As a Professor of Technology at the University of Houston, Carole Goodson is the current chair of the assessment committee in the College of Technology. As an active member of ASEE, she is a member of the Academy of Fellows, a past editor of the Journal of Engineering Technology, a past Chair of the ERM Division , and a past Chair of the Gulf Southwest Section.

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Luces Faulkenberry University of Houston

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Luces M. Faulkenberry is an Associate Professor and Coordinator of the Electrical Power Technology program at University of Houston. He earned a B.S. degree in Physics from University of Texas at Arlington and M.Ed. and Ph.D. in Industrial Education from Texas A&M University.

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Barbara Stewart University of Houston

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Barbara L. Stewart is Professor and Coordinator of the Consumer Science and Merchandising, program at University of Houston. She earned a B.A. degree from Brigham Young University, a M.S. in Consumer and Home Economics Education from Utah State University, and an Ed.D. in Curriculum and Instruction from Brigham Young University.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Student Self-Assessment: How Can It Be Used to Improve Instruction? Introduction

A significant change to the culture of higher education is a broad-based, long-term focus on assessment of student achievement, course and teaching effectiveness, and overall program quality. The increased importance placed on assessment is evidenced by the recent US government appointment of a higher education commission charged with examining whether standardized testing should be expanded into universities and colleges to prove that students are learning and to facilitate comparisons of universities with respect to the quality of education they deliver.1 While individual instructors have always had to be concerned with student assessment and processes for improving instruction, the scope of both assessment and instructor involvement with assessment has expanded. Instructors typically review not only students enrolled in their courses but also the courses they teach. However, large-scale assessments (e.g., program effectiveness) are more often the realm of administrators. Increasingly, instructors are asked to be involved with assessment of overall program quality, both for institutional accountability and for accreditation. Thus, it is important for freshman faculty to be familiar with a variety of assessment techniques as they begin their careers in higher education.

Student self-assessment is a technique that can be used together with other techniques to comprise an assessment effort. Student self-assessment refers to a student rating his/her own achievement of skills or knowledge. If new engineering educators encounter this technique as part of a program assessment approach, or if they wish to use it to help evaluate students or their class effectiveness, then an understanding of what it is, how it is developed, and why it is useful is imperative.

This paper examines factors that impact the effective use of student self-reports of learning achievement for improving curricula and programs. Areas to be addressed include the following.

• How can faculty effectively participate in a student self-assessment process? Are there advantages that accrue to the student when the educator uses this technique? • What factors impact the validity of implementing this technique? Under what conditions and in what situations is it appropriate to use student self-assessment scores? • An example of institutional use of student self-assessment is presented. The example includes a description of how an instrument was designed and how it is being administered. The development of the items is discussed as well as the development of the measurement scale. Limited data indicating how faculty expectations, as indicated by their responses to the instrument, compare to student responses. Attention is given to how student self-assessment results might be used to improve an instructional program.

Faculty participation in student self-assessment processes

A new engineering educator may be asked to participate in an evaluation process that includes student self-assessment for evaluation and validation of programs. The use of student self-reports of learning in this context is increasing as consideration is given to monetary and time costs of

Miertschin, S., & Goodson, C., & Faulkenberry, L., & Stewart, B. (2006, June), Student Self Assessment: Can It Be Used To Improve Instruction? Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1273

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015