Learning Strategy: Student Evaluation and Goal Setting


Student evaluation and goal setting allows students to reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identity strengths and weaknesses in their work, and revise accordingly (Andrade and Du, 2007). In addition, it promotes learners' autonomy and brings a sense of responsibility and accountability to them (Asadoorian and Batty, 2005). Furthermore, it stimulates learners to exercise a variety of learning strategies and higher order thinking skills (Chamot and O'Malley, 1994).

Learning strategies this strategy may be confused with

  • Student Use of Assessment Tools: the differences include 1) assessment tools are used to determine one's values, beliefs, identity, etc.; 2) use of student evaluations is a measurement of one's growth, learning or performance on one or more specific areas often tied to a formal position.

Resources to learn more about this strategy

USD Fuel Coaching Model. Retrieved from http://www.sandiego.edu/student-affairs/documents/FUEL-Brochure.pdf

Student Affairs Professional Staff Resources. Retrieved from http://www.sandiego.edu/student-affairs/resources/staff-resources.php

S.M.A.R.T. Goals. Retrieved from http://www.sandiego.edu/hr/documents/STAFFGoals-PerfPlanningGuide1.pdf


Andrade, H. & Du, Y. (2007). Student responses to criteria-referenced self-Assessment. Assessment and Evaluation in Higher Education, 32(2), 159-181.

Asadoorian, J. & Batty, H. (2005). An evidence-based model of effective self-assessment for directing professional learning. Journal of Dental Education, 69(12), 1315-1323.

Moeller, A., Theiler, J., & Wu, C. (2011). Goal Setting and Student Achievement: A Longitudinal Study. The Modern Language Journal, 96(2), 153-169. http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2011.01231.x/full

Spiller, D. (2009). Assessment Matters: Self-Assessment and Peer Assessment. Hamilton, New Zealand: Teaching Development, University of Waikato.

Schunk, D. H. (1991). Goal setting and self evaluation: A social cognitive perspective on self regulation. In M. L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 85-113). Greenwitch, CT: JAI Press.

Examples at USD

  • Student Employee Evaluations
  • One-on-One Meetings with Supervisor/Advisor
  • Leadership Coaching Program
  • Leadership retreats with goal setting components

Rev. 6/23/17