The Effects of Self-Evaluation, Peer Evaluation, and Analysis of Their Evaluation Results on Learning Self-Regulation in Report Writing

Abstract

This study aimed to enhance the Self-reflection model proposed by Kimura and Kurokami (2022) as a learning model for evaluating, analyzing, and improving students' own learning and examined whether it promotes learners' self-regulation. Specifically, this study empirically investigated the effectiveness of learners' self-evaluation in the “evaluative activities” identified as challenges in Kimura and Kurokami's (2022) study. In examining these aspects, this study positioned activities of self-evaluation and peer evaluation within the “evaluative activities” of this model in a class where students improve their reports. As a result, students actively evaluated their own learning and proceeded to analyze the evaluation results. The students' analysis of the evaluation results implies self-regulation, i.e., applying the results of the self-and peer evaluation to their subsequent learning activities. Additionally, the questionnaire survey showed that the activities of this model were related to each other and that the students were self-regulating while connecting the activities of this model to each other. In other words, the effectiveness of the Self-reflection model, which was enhanced in this study, was recognized.