A Practical Study on Teaching Reform Guided by the Enhancement of Self-Assessment Skills: A Case Study of Y University

Abstract

Through literature review and empirical investigation, it was found that significant variations currently exist in university students’ self-assessment abilities. While some students are capable of objectively evaluating their academic and personal competencies, many others exhibit biases in self-perception and lack effective self-reflection and improvement skills. The main problems identified include: unclear standards for self-assessment, a lack of systematic guidance and feedback, overly large class sizes, and teaching methods as well as student learning habits that hinder the effective practice of self-evaluation. In response to these issues, this study proposes several strategies to enhance university students’ self-assessment capabilities. These include strengthening self-assessment education, improving teacher supervision and feedback mechanisms, and encouraging students to shift from passive to active learning. The aim of these measures is to help students improve their self-awareness, better plan their personal development paths, and achieve comprehensive growth.