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educational achievements. For example, does their work adhere to

established standards for learning and evaluation? Consequently, the

students can assess their areas of proficiency and areas for improvement

concerning their educational journey.

Providing students with the option to engage in self-assessment

fosters a sense of ownership over their own learning, which promotes

agency (Black & William, 2009; Nieminen & Tuohilampi, 2020).

Students are the agents of learning who, after undertaking self-

assessment, determine how they will improve their learning. The

students evaluate their learning by comparing it to their prior

knowledge in order to comprehend the new information. Dann (2014)

asserts that instructors can promote AaL by incorporating self-

assessment (SA) activities.

Regarding the benefits derived from the concept of AaL

underlying the SA, feedback is crucial to the realization of AaL (Earl

& Katz, 2006). They assert that "while AaL is intended to foster

independent learning, students cannot achieve it without the guidance

and direction provided by specific and relevant feedback" (p. 47). For

the development of autonomy and competence, students require

feedback from both the teacher and their peers. In addition, Madya

(2022) suggests using peer assessment after self-assessment (SA) in

order to compare the findings of his own assessment with the results of

peer assessments (PA).

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