Hope it will help, Reference: The Art and Science of Teaching / When Students Track Their Progress; December 2009/January 2010 | Volume 67 | Number 4 Health and Learning Pages 86-87

Note: these are not my words, So, I have given reference above, and inverted commas for text.

Robert J. Marzano

" The strategy of tracking student progress on specific learning goals is well supported. For example, Fuchs and Fuchs1  found that providing teachers with graphic displays of students' scores on formative assessments was associated with a 26 percentile point gain in achievement. Unfortunately, this strategy has not received the attention it deserves.

When students track their own progress on assessments using graphic displays, the gains are even higher. Over my many years of working with teachers, I have had the opportunity to examine the effects of such an approach. In 14 different studies, teachers had students in one class track their progress on assessments; in a second class, these teachers taught the same content for the same length of time without having students track their progress (seewww.marzanoresearch.com/research/strategy20_trackingprogress.aspx). On average, the practice of having students track their own progress was associated with a 32 percentile point gain in their achievement."

Dear colleague,

Below I am sending you three links of relative articles, which I think they might help you.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2483549

Article Student Self‐evaluation Processes in Student‐centred Teachin...

Article Self-Regulated Learning and Academic Achievement: An Overview

I hope they help you.

Sincerely.

Following

Dear Kevin

Maybe it could be useful

I found a good job entitled: Participatory process for the evaluation and improvement of student performance

Adalberto Sotelo & Maria Arvelo

https://www.google.com.cu/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&uact=8&ved=0ahUKEwiv9sag2Y_bAhVopVkKHWSMBWcQFgg0MAU&url=http%3A%2F%2Frevistas.ulusofona.pt%2Findex.php%2Frleducacao%2Farticle%2Fview%2F5687%2F3585&usg=AOvVaw1YqcP6xi7-5Zbowxjo5OfA

I know that students checking online grades during Finals Week certainly increases the number of requests for extra credit. :-)

The targeted issue can be investigated by applying an attitude inventory test using a yes/no scale to find those who keep track of their progress and those who don't. Since we do not have the assumptions required for parametric statistical analysis, we should use a distribution free test technique dealing with discrete data. Mann Whitney test then can be used to measure whether there is some reason to believe that the learners who keep track of their progress perform better on the course subjects.