چکیده (انگلیسی):

In accordancewith the principles of the European Higher Education Area, the aim of this study was to contribute
to the implementation of self-assessment through the application of reflection on learning and critical thinking.
The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary
step to generate educational transformations. The methodological contribution is the design a student selfassessment
document that promotes reflection on action and critical thinking.
Results and Discussion: The development of assessment through peer evaluation and other intermediate solutions
until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the
implementation in practice of democratic and ethical principles, values and premises in society. Selfassessment
is a novel concept for students, and obliges themto reinterpret their role. Due to the diversity of students'
principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive
outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the
contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking.
Conclusions: The forms of assessment adopted in a given educational systemreflectways of thinking related to ideologies,
values, ethical principles and educational paradigms: in order to render implementation of effective selfassessment
feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience
of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form
of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously.