The Role of Student Self-Assessment in IAKN Ambon: Promoting Need-Supportive Christian Educational Practices

Novita Loman Sahertian; Benjamin Metekohy; Noni Matital; Tobias Dominggus Sohilait

doi:10.52489/jupak.v6i1.262

Authors

Novita Loman Sahertian IAKN Ambon, Indonesia
Benjamin Metekohy IAKN Ambon, Indonesia
Noni Matital IAKN Ambon, Indonesia
Tobias Dominggus Sohilait IAKN Ambon, Indonesia

DOI:

https://doi.org/10.52489/jupak.v6i1.262

Keywords:

christian educational, self-supportive, students self-assessment, IAKN Ambon

Abstract

Promoting sustained academic engagement among university students remains a persistent and complex challenge. Alarmingly, many higher education institutions continue to report low levels of student involvement, particularly in areas requiring integration competence and awareness of equality issues. In response to this phenomenon, the present study explores student self-assessment (SSA) as a pedagogical instrument to strengthen the connection between need-supportive teaching and desired learning outcomes. Specifically, the study proposes the incorporation of SSA into routine teaching evaluation practices as a means to enhance student understanding, foster autonomy, and promote inclusive learning environments. The primary objective of this study research was to examine the impact of SSA on students’ academic performance within the context of a "Christian Education" (PAK). To achieve this, a one-group pre-post experimental design was employed, complemented by correlational analysis to assess the relationship between SSA practices and academic achievement. Data were collected using a series of standardized academic tests and an adapted SSA questionnaire designed to measure students' perceptions and engagement in the self-assessment process. The findings reveal that regular engagement in self-assessment significantly mediates the relationship between externally managed instruction and students’ independent academic achievement. Notably, the integration of SSA was associated with enhanced student engagement and improved academic performance, even after controlling for potential confounding variables. These results suggest that SSA not only functions as a reflective practice but also serves as a behavioural mechanism through which need-supportive teaching exerts its influence on student outcomes.Overall, this study contributes to the growing body of literature on learner-centered pedagogy by demonstrating the empirical value of SSA in fostering student autonomy, engagement, and performance. The implications underscore the importance of embedding SSA into institutional teaching evaluations and highlight avenues for future research on its long-term effects across various disciplines.

Downloads

Download data is not yet available.

References

Aelterman, N., Vansteenkiste, M., van Keer, H., De Meyer, J., Van den Berghe, L., & Haerens, L. (2013). "Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings" dan diterbitkan di Teaching and Teacher Education, Volume 29, halaman 64–75. DOI: 10.1016/j.tate.2012.09.001.

Andrade, H. (2019). "A critical review of research on student self-assessment" dan diterbitkan di Frontiers in Education, Volume 4, artikel 87. DOI: 10.3389/feduc.2019.00087.

Baker, J. P., & Goodboy, A. K. (2019). The effects of autonomy-supportive instruction on students’ learning and communication" dan diterbitkan di Communication Education, Volume 68, Issue 1, halaman 80–102. DOI: 10.1080/03634523.2018.1536793.

Bayrak, F. (2022). "Investigation of the web-based self-assessment system based on assessment analytics in terms of perceived self-intervention" dan diterbitkan di Technology, Knowledge and Learning, Volume 27, Issue 3, halaman 639–662. DOI: 10.1007/s10758-021-09511-8.

Borg, S., & Edmett, A. (2019). "Developing a self-assessment tool for English language teachers" dan diterbitkan di Language Teaching Research, Volume 23, Issue 5, halaman 655–679. DOI: 10.1177/1362168817752543.

Braun, E., Spexard, A., Nowakowski, A., & Hannover, B. (2020). "Self-assessment of diversity competence as part of regular teaching evaluations in higher education: Raising awareness for diversity issues" dan diterbitkan di Tertiary Education and Management, Volume 26, Issue 2, halaman 171–183.

Braun, H., Tommasi, M., & Weingarten, R. (2020). "Student perceptions of fairness and achievement emotions in self-assessment contexts" dan diterbitkan di Studies in Educational Evaluation, Volume 65, artikel 100850. DOI: 10.1016/j.stueduc.2020.100850.

Broos, T., Verbert, K., Langie, G., Van Soom, C., & De Laet, T. (2018). "Multi-institutional positioning test feedback dashboard for aspiring students" dan diterbitkan dalam Proceedings of the 8th International Conference on Learning Analytics and Knowledge, halaman 51–55.

Brown, G. T. L., Andrade, H. L., & Chen, F. (2015). "Accuracy in student self-assessment: Directions and cautions for research" dan diterbitkan di Assessment in Education: Principles, Policy & Practice, Volume 22, Issue 4, halaman 444–457. DOI: 10.1080/0969594X.2014.996523.

Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). "Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations" dan diterbitkan di Review of Educational Research, Volume 92, Issue 1, halaman 46–72. DOI: 10.3102/00346543211042426. ERIC

Burns, E. C., Martin, A. J., Collie, R. J., & Mainhard, T. (2021). "Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science" dan diterbitkan di Learning and Instruction, Volume 75, artikel 101498. DOI: 10.1016/j.learninstruc.2021.101498.

Chanal, J., & Guay, F. (2015). Are autonomous and controlled motivations school-subjects-specific? PLOS ONE, 10(8), e0134660.

Artikel ini diterbitkan di jurnal PLOS ONE dan dapat diakses secara terbuka di tautan ini.PLOS

Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35(2), 88–99.

Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149–166.

De Boer, H., Donker-Bergstra, A. S., & Kostons, D. (2012). Effective self-regulated learning strategies for academic achievement: A meta-analytic review. Educational Research Review, 7(3), 90–105.

Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233–240.

Mendoza, N. B., Almonte-Acosta, S. A., & Ong, A. I. (2022). Self-assessment practices and emotional regulation among university students: Implications for academic resilience. Educational Psychology, 42(3), 307–324.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144.

Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551–576.

Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. Australian Educational Researcher, 45(1), 13–31..

Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press..

Van der Kooij, T., Oostdam, R., & Vedder, P. (2013). The effects of a peer feedback rubric on giving and receiving peer feedback in primary school. International Journal of Educational Research, 62, 62–76.

Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262..

Zhou, M., Panadero, E., & Järvelä, S. (2022). Scaffolding self-regulated learning through assessment: A review of the literature. Educational Psychology Review, 34, 611–637.