Norman B. Mendoza, PhD - Learning and practicing simultaneously: the

Journal article

Zi Yan, N. Mendoza
Assessment in Education: Principles, Policy & Practice, 2025

Cite

APA Click to copy
Yan, Z., & Mendoza, N. (2025). Learning and practicing simultaneously: the synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset. Assessment in Education: Principles, Policy &Amp;Amp; Practice.

Chicago/Turabian Click to copy
Yan, Zi, and N. Mendoza. “Learning and Practicing Simultaneously: the Synergistic Effect of Online Self-Assessment Diaries and Teacher Self-Assessment Instruction on Learning and Growth Mindset.” Assessment in Education: Principles, Policy & Practice (2025).

MLA Click to copy
Yan, Zi, and N. Mendoza. “Learning and Practicing Simultaneously: the Synergistic Effect of Online Self-Assessment Diaries and Teacher Self-Assessment Instruction on Learning and Growth Mindset.” Assessment in Education: Principles, Policy &Amp;Amp; Practice, 2025.

BibTeX Click to copy

@article{zi2025a,
  title = {Learning and practicing simultaneously: the synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset},
  year = {2025},
  journal = {Assessment in Education: Principles, Policy &amp; Practice},
  author = {Yan, Zi and Mendoza, N.}
}

Abstract

ABSTRACT Self-assessment (SA) interventions show promise for enhancing learning and motivational outcomes, yet their effectiveness varies considerably depending on implementation approaches. This randomised controlled experiment examined whether combining teacher instruction with student SA diaries creates synergistic effects beyond either approach alone. Over 10 weeks, 118 Grade 10 students were assigned to four conditions: SA Diary only, SA Instruction only, SA Diary + Instruction, or Control, with English language learning achievement and growth mindset as outcomes. Results revealed that only the combined SA Diary + Instruction condition yielded significant improvements in objective learning outcomes and growth mindset compared to other conditions. Neither SA instruction nor SA diaries alone produced benefits relative to control. Multilevel analysis of 1,068 diary entries showed the combined intervention consistently promoted higher growth mindset throughout the intervention period. These findings suggest that learning SA principles and practicing SA skills simultaneously is crucial for intervention efficacy. Implications and limitations are discussed.