The following list of positive research outcomes from the book, Leading the Way to Making Classroom Assessment Work (2008), is based on students being involved in assessing their own learning:
- All students show gains and lowest achieving students show the largest gains overall (Black and Wiliam 1998).
- Mistakes become feedback that students can use to adjust their learning activities and strategies (Black & Wiliam 1998; Butler & Nisan 1986; Butler 1987; Shepard & Smith 1987).
- They make active choices about their learning which has been demonstrated to increase achievement (Gearhardt & Wolfe 1995; Harlan & Deakin-Crick 2003; Jensen 1998).
- They have to think about their own learning and talk about their understanding which adds to their learning (Schon 1883, 1990; Walters, Seidel & Gardner 1994; Wolf 1989; Young 2000; Zessoules & Gardner 1991).
- Their self-assessments help teachers design instruction to better meet the needs of learners (Anthony, Johnson, Mickelson and Preece 1991; Davies, Cameron, Politano, and Gregory, 1992; Elbo 1986; Preece 1995; Wiggins 1993).
— Davies, Herbst, & Reynolds 2008