Hill, Tanya2016-08-112016-06Tanya Hill (2016) Do accounting students believe in self-assessment?, Accounting Education, 25:4, 291-305, DOI:10.1080/09639284.2016.1191271.0963-9284 (print)1468-4489 (online)10.1080/09639284.2016.1191271http://hdl.handle.net/2263/56276In education, formal assessment focuses on summative assessment with the objective of allocating grades, limiting learning by students. Formative assessment, in the form of self-assessment, has been proposed as beneficial to student learning in various fields. This study explores the perceptions of accounting students of the self-assessment process after exposure to the process on three occasions in a facilitated environment created by their lecturers. The students’ perceptions on self-assessment were collected via a structured survey. It was found that most students did not self-assess unless encouraged to do so. However, once they were exposed to self-assessment in an environment supportive to such assessment, students were positive about the process. After the facilitated process, they believed that self-assessment would improve their overall academic performance and indicated that they would apply self-assessment in future. This research provides insight into accounting students’ perceptions of self-assessment in learning, demonstrating the importance of investigating the benefits from a student perspective.en© 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in Accounting Education, vol. 25, no. 4, pp. 291-305, 2016. doi : 10.1080/09639284.2016.1191271. Accounting Education is available online at : http://www.tandfonline.comloi/raed20.Reflective learningSelf-assessmentFormative assessmentAccounting educationAccounting studentsPostprint Article