This study aimed to investigate the effect of using self assessment in the achievement and reflective thinking in social studies.
The researcher used quasi-experimental design. The sample consisted
of (63) students of tenth grade in the basic education schools in the
Northern Sharqiya. The sample was divide into two equal groups: an
experimental group (32 students), and a control group (31 students). To
achieve the objectives of the study, the researcher used two instruments
to collect data: an achievement test and a reflective thinking test to
measure the effect of self- assessment on achievement and reflective
thinking. To verify the validity of the test, it was presented to a group of
arbitrators. The stability was calculated using the alpha coefficient of
Cronbach's alpha which was (0.779) for the achievement test and
(0.748) for the reflective thinking test.The results of the study showed
statistically significant differences at the level of (α ≤ 0.05) between the
mean of the students' scores of the experimental group and controlled
group in the achievement post-test and reflective thinking post-test in
the favor of the experimental group.The study recommended that
students should be trained to use methods of self-assessment to judge
their performance, involve them in setting the criteria upon which they
are evaluated, and introduce self- assessment in addition to the
approved official assessment in social studies.