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Student self-assessment is an assessment strategy that provides educational benefits to students, such as the ability to evaluate their own work and self-regulate their learning. The purpose of this research is to present how student self-assessment has been applied in higher education through a Systematic Mapping of the Literature (SML) on the topic. The forty-six relevant papers showed that self-assessment is usually applied along with other strategies such as peer and teacher assessment. Educational gains such as improved academic performance, self-criticism, reflection, and accountability were observed by practicing self-assessment. Furthermore, of the 53% of the studies that mentioned the use of computer tools in the use of self-assessment, it was observed that two tools were necessary, one for the application of self-assessment and the other for data analysis. In relation to accuracy, no consensus was found among the authors, with 26% mentioning the use of Pearson's correlation coefficient, which does not meet all possible scenarios when comparing strategies such as self-assessment and teacher evaluation. A coefficient that allows measuring the accuracy of student self-assessment is suggested in this research, since the difficulty in measuring accuracy was a gap observed. [ABSTRACT FROM AUTHOR]

Studies based on the principles of Historic Education have focused their analyses on the strategies of historic learning in school context, with the assumption that the intervention in learning quality requires a systematic knowledge of historical ideas of students and teachers. In this perspective, this paper presents partial results of a survey on ideas of young High School students on the subject of History. The investigation is part of a broader research project entitled: "The historical thinking of young students from schools in the Midwest region of Parana State", developed by the Graduate Program in Education, of the state university of Midwest (UNICENTRO), Irati-PR campus. The results indicate that the ideals of young students prioritize the understanding of History as the totality of human actions in time and space. [ABSTRACT FROM AUTHOR]