The present study was conducted with the aim of A Conceptual Model for Evaluating Student Learning Based on Self-Assessment at the Secondary School Level. The present study employs a mixed-methods approach; it utilizes appropriate qualitative techniques such as thematic analysis to extract the fundamental themes of the secondary school student self-assessment model and to develop research instruments, while simultaneously using quantitative indicators such as the Content Validity Ratio (CVR) and Holsti’s coefficient to establish validity and reliability.

The research community in the qualitative section included scientific sources, articles, and specialized texts related to the field of educational evaluation and self-assessment, and from among 150 primary sources, 79 sources were selected for the final analysis based on the inclusion and exclusion criteria. A researcher-made tool and content validity indices were used to validate the proposed model. The research findings led to the identification of 304 basic themes, 23 organizing themes, and 5 overarching themes. The overarching themes included: inclusive agency and activism in self-assessment, goals and outcomes of self-assessment, values of self-assessment, techniques and methods of self-assessment, and the role of the teacher and learning contexts in self-assessment.
Furthermore, self-assessment-based evaluation at the secondary education level is an integrated and interactive system in which learning, evaluation, feedback, participation, and personal growth operate simultaneously and in continuous interconnection.
Accordingly, employing this model at the secondary education level can facilitate the transition from traditional assessment to a process-oriented, formative, and learner-centered approach, transforming assessment from a terminal, grade-driven activity into a continuous process.