Self-Assessment As A Pedagogical Tool for Promoting Critical Thinking in Secondary Education

This examine tested the effect of self-evaluation practices at the improvement of crucial wondering amongst secondary faculty college students. A quasi-experimental pretest–posttest manipulate organization layout changed into employed, related to one hundred fifty college students drawn from grades nine and 10. The experimental organization (n = 74) engaged in dependent self-evaluation strategies, which include rubrics and reflective journals, at the same time as the manage institution (n = 76) persevered with conventional instructor-led assessments This review has determined that student self-evaluation activities have a substantial and positive impact on developing critical thinking in secondary school students. The experimental group showed greater development in critical thinking abilities than their peers in the control group, providing considerably empirical support for the use of self-evaluation in classroom practices. The implications highlight the importance of a move from teacher-led explicit assessments to student-centred simultaneous assessments, moving students toward autonomy and reflection. For educators, the implications suggest the potential incorporation of tools such as rubrics, reflective journals, and checklists to provide scaffolding to support students' self-evaluation and critical thinking. For policymakers, the study highlights the value of educating teachers to effectively employ self-evaluation pedagogies as part of broader curriculum reforms. Further research should examine different self-evaluation pedagogies through varied primary grades, subject areas, and cultural contexts. Additionally, examination of the longitudinal sustainability of self-evaluation activities will provide insight into how self-evaluation practices can further develop lifelong learning and problem-solving skills. Recommendations are offered for educators and policymakers to adopt structured self-assessment approaches and for future research to explore their long-term and cross-contextual impact.