Students' Self-Assessment and Self-Regulated Learning in Different Age Categories

Life-long learning is crucial for present and future generations to manage their life and to build their professional career. Self-regulated learning supported by Self-assessment has a big potential in educational research. The article presents the results of a longitudinal action-research focusing on the triangle of students' Self-assessment, Self-efficacy perception and Teacher's assessment in the context of Self-regulated learning. The research goal was to examine how these notions relate to each other, how their interrelations change if the students do Self-assessment on a regular basis, and furthermore, to integrate research results into teacher education in the didactic field of formative assessment. We carried out the research in the mixed paradigm in two cohorts of students (high-school EFL students and student teachers doing their individual long-term practice). Although we examined two target groups in different learning contexts supported with different self-assessment tools, our research resulted in high importance related to teaching practice. They show that being an autonomous reflective learner does not depend on age. Furthermore, we identified different patterns of Self-assessment-Self-efficacy perception. According to our results, regular Self-assessment contributes to identifying participants' strengths and weaknesses, but they do not always form their learning goals based on this identification process. The newly developed Self-assessment measuring tools and methodological implications also deserve consideration in teaching practice. Being an action research, it has its limitations in terms of the size of the samples and generalizing the results; however, these types of longitudinal interventions are rare because they need time and deep professional involvement in the research process.