2 W. WANG
thoughts,
feelings, and actions that are planned and cyclically adapted to the attainment of personal goals (Zimmerman
2000
, 14). The regular practices of self-assessment may enhance students ability to assess their own work and thereby improve their self-regulated learning skills (Panadero, Jonsson, and Strijbos Effective implementation of self-assessment requires that assessment criteria, which may take the form of rubrics or scripts, be shared with students
before the learning processes, so that students have clear understandings of the learning goals and can plan their work correspondingly (Panadero and
Alonso-Tapia
2013
; Panadero, Jonsson, and Strijbos
2016
). Panadero and Alonso-Tapia (
2013
) explicated how self-assessment impacts on the three phases of Zimmerman and Moylan’s (
2009
) cyclic model of self-regulated
learning forethought, performance and self-reflection. In the forethought phase, students can analyse the task, use assessment criteria to set realistic goals for task performance and identify the strategies for task completion.
During the performance phase, students can use the criteria to monitor their works-in-progress. In the self-reflection phase, students can check their learning product against the criteria. Given the importance of assessment criteria to self-assessment, and the relationship between self-assessment
and self-regulated learning, it is worth exploring what self-regulated learning processes maybe activated by students rubric use in self-assessment.
Share with your friends: 
