Organization Management Journal


This article discusses the use of student self-assessment (SSA) for formative and summative assessment in two undergraduate programs, a management program and a leadership program, to encourage students to become more engaged in their learning. Using action research, we used an iterative process of changing or refining our methods to accommodate the differences in our teaching environments, concluding that different methods may be desirable in different environments, and that students appear to benefit from SSA regardless of the method used. Five overlapping themes emerged in the data we collected: how SSA 1) provided students with the opportunity to see the transformative impact their educations had on them, 2) acted as a motivator to their performance, 3) encouraged them to take personal responsibility for their learning, 4) had impact on their reflections as learners, and 5) encouraged them to be more honest and self-critical about their performance.