Self-assessment of Achievement: Some Theoretical considerations

We find Self-assessment occupying increasingly greater place in the process of assessment and accreditation of the educational institutions at national level as well as in the context of individual performance appraisal at the institutional level. The domain of student learning and scholastic achievement, however, remain outside the purview of the practice of self-assessment. Consequently, the students lack opportunities to learn the nuances of the self-assessment technique and reap its potential benefits for enhancing their learning. The present paper tries to clarify in brief the concepts associated with the practice of self-assessment, its nature, types and accuracy of self assessment and factors affecting it.