Towards sustainable learning : analyzing the fairness of student, peer, and teacher judgments of self-assessment practices using the many-facet rasch model (MFRM) in Indonesian public Islamic university

Abstract

Self-assessment as a learning strategy offers many benefits, particularly for university students. However, the accuracy of student self-assessment is often debated, which in turn makes peer and teacher assessments often used as comparison tools and standards in determining the accuracy aspect of self-assessment. However, peer and teacher assessments are not immune to bias and inaccuracy. In addition, the forms of rating behavior that arise from students when evaluating self-assessment, as well as the tendency of the practices they adopt, are not well explored, especially in the Indonesian context. Therefore, employing non-experimental quantitative research with a cross-sectional design, this study aims to investigate the practice of self-assessment performed by undergraduate students, explore the forms of rating behavior that arise from self-, peer, and teacher assessments, and explore trends in self-assessment practices implemented by students. Through the Many-Facet Rasch Model (MFRM) approach, the study also aimed to evaluate the psychometric properties of the Self-Assessment Practice Scale (SaPS) instrument adapted to meet the needs of peer and teacher assessors. A total of 2057 responses were collected from the participants, consisting of 31 students from the English Education Program who enrolled in the English Literature course, and a lecturer who taught the course. The data were analyzed using the FACETS computer software program. The results of this study showed that the SaPS had good psychometric properties after being adapted for use by peers and teachers. Then, the analysis found that most students are biased towards underestimating their own abilities. Furthermore, lecturer ratings were found to be more lenient than self- and peer-ratings. In addition, the study showed that items from the SEFI (Seeking External Feedback through Inquiry) dimension were most difficult to agree with, indicating that students tend to be reluctant to seek external feedback. This research highlights the importance of improving students' feedback literacy to maximize the benefits of self-assessment practices, which in turn affect self-regulation and ultimately impact lifelong learning.