Transition from monitoring and assessment to self-monitoring and self-assessment

In line with the targets set by the Europe 2020 strategy (EC, 2010), by giving the student a central role, the research focus shifts to self-monitoring and self-assessment, two related components in a cyclical process (McMillan & Hearn, 2008). The research primarily aims to verify how students self-monitor and self-assess their learning process. Once outlined in their modalities, the research wants todwell and reflect on the personal traits of students about two variables: area of knowledge and academic year. The subjects who took part in the questionnaire were 180 attending students, enrolled in the three-year degree courses in Education and Philosophy of the University of Padua, Verona, and Venice. The research aims to answer three research questions: 1) How is the self-monitoring process complementary to the self-assessment one? 2) Is there a correlation in the area of knowledge of the students? 3) Is there a correlation in the academic year of students