Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-06T11:55:36.222Z Has data issue: false hasContentIssue false

17 - Feedback in the Context of Self-Assessment

from Part III - Contexts and Sources of Feedback

Published online by Cambridge University Press:  02 November 2018

Anastasiya A. Lipnevich
Affiliation:
Queens College and the Graduate Center, City University of New York
Jeffrey K. Smith
Affiliation:
University of Otago, New Zealand
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Admiraal, W., Huisman, B., & Pilli, O. (2015). Assessment in massive open online coursesElectronic Journal of e-Learning13, 207216.Google Scholar
Alaoutinen, S. (2012). Evaluating the effect of learning style and student background on self-assessment accuracy. Computer Science Education, 22, 175198.Google Scholar
Al-Rawahi, N. M., & Al-Balushi, S. M. (2015). The effect of reflective science journal writing on students’ self-regulated learning strategiesInternational Journal of Environmental and Science Education10, 367379.Google Scholar
Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In Andrade, H. & Cizek, G. (Eds.), Handbook of formative assessment (pp. 90105). New York: Routledge.Google Scholar
Andrade, H. (2013). Classroom assessment in the context of learning theory and research. In McMillan, J. H. (Ed.), Sage handbook of research on classroom assessment (pp. 1734). New York: Sage.Google Scholar
Andrade, H., & Boulay, B. (2003). The role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97, 2134.Google Scholar
Andrade, H., & Brookhart, S. M. (2016). The role of classroom assessment in supporting self-regulated learning (pp. 293309). In Laveault, D. & Allal, L. (Eds.), Assessment for learning: Meeting the challenge of implementation. Heidelberg: Springer.Google Scholar
Andrade, H. L., & Brown, G. T. L. (2016). Student self-assessment in the classroom. In Brown, G. T. L. & Harris, L. R. (Eds.), Handbook of human and social conditions in assessment (pp. 319334). New York: Routledge.Google Scholar
Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment and Evaluation in Higher Education, 32, 159181.CrossRefGoogle Scholar
Andrade, H., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education, 17, 199214.Google Scholar
Andrade, H., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practices, 27(2), 313.CrossRefGoogle Scholar
Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48, 1219.Google Scholar
Andrade, H., Wang, X., Du, Y., & Akawi, R. (2009). Rubric-referenced self-assessment and self-efficacy for writing. Journal of Educational Research, 102, 287302.Google Scholar
Baars, M., Vink, S., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, 92107.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Google Scholar
Barney, S., Khurum, M., Petersen, K., Unterkalmsteiner, M., & Jabangwe, R. (2012). Improving students with rubric-based self-assessment and oral feedback. IEEE Transactions on Education, 55, 319325.Google Scholar
Baxter, P., & Norman, G. (2011). Self-assessment or self deception? A lack of association between nursing students’ self-assessment and performance. Journal of Advanced Nursing, 67, 24062413.Google Scholar
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy, and Practice, 18, 525.Google Scholar
Birjandi, P., & Hadidi Tamjid, N. (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & Evaluation in Higher Education, 37, 513533.Google Scholar
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Berkshire, UK: Open University Press.Google Scholar
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139144, 146–148.Google Scholar
Blanch-Hartigan, D. (2011). Medical students’ self-assessment of performance: Results from three meta-analyses. Patient Education and Counseling, 84, 39.Google Scholar
Bol, L., Hacker, D. J., Walck, C. C., & Nunnery, J. A. (2012). The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students. Contemporary Educational Psychology, 37, 280287.Google Scholar
Boud, D. (1995a). Implementing student self-assessment (2nd edn.). Australian Capital Territory: Higher Education Research and Development Society of Australasia.Google Scholar
Boud, D. (1995b). Enhancing learning through self-assessment. London: Kogan Page.Google Scholar
Boud, D. (1999). Avoiding the traps: Seeking good practice in the use of self-assessment and reflection in professional courses. Social Work Education, 18, 121132.Google Scholar
Boud, D., & Brew, A. (1995). Developing a typology for learner self-assessment practices. Research and Development in Higher Education, 18, 130135.Google Scholar
Bourke, R. (2014). Self-assessment in professional programmes within tertiary institutions. Teaching in Higher Education, 19, 908918.Google Scholar
Bourke, R. (2016). Liberating the learner through self-assessment. Cambridge Journal of Education, 46, 97111.Google Scholar
Brown, G., Andrade, H., & Chen, F. (2015). Accuracy in student self-assessment: Directions and cautions for research. Assessment in Education, 22(4), 444457.Google Scholar
Brown, G. T., & Harris, L. R. (2013). Student self-assessment. In McMillan, J. H. (Ed.), Sage handbook of research on classroom assessment (pp. 367393). Los Angeles, CA: Sage.Google Scholar
Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3, 2230.Google Scholar
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245281.Google Scholar
Chang, C.-C., Liang, C., & Chen, Y.-H. (2013). Is learner self-assessment reliable and valid in a web-based portfolio environment for high school students? Computers & Education, 60, 325334.Google Scholar
Chang, C.-C., Tseng, K.-H., & Lou, S.-J. (2012). A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a web-based portfolio assessment environment for high school students. Computers & Education, 58, 303320.Google Scholar
Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438481.Google Scholar
de Bruin, A. B. H., & van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom, Learning and Instruction, 22(4), 245252.Google Scholar
De Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? Active Learning in Higher Education, 13, 129142.Google Scholar
Draper, S. W. (2009). What are learners actually regulating when given feedback? British Journal of Educational Technology, 40, 306315.Google Scholar
Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.Google Scholar
Epstein, R. M., Siegel, D. J., & Silberman, J. (2008). Self-monitoring in clinical practice: A challenge for medical educators. Journal of Continuing Education in the Health Professions, 28, 513.Google Scholar
Eva, K. W., & Regehr, G. (2008). “I’ll never play professional football” and other fallacies of self-assessment. Journal of Continuing Education in the Health Professions, 28, 1419.Google Scholar
Falchikov, N. (2005). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. London: Routledge Falmer.Google Scholar
Fastre, G. M. J., van der Klink, M. R., Sluijsmans, D., & van Merrienboer, J. J. G. (2012). Drawing students’ attention to relevant assessment criteria: Effects on self-assessment skills and performance. Journal of Vocational Education and Training, 64, 185198.Google Scholar
Fastre, G. M. J., van der Klink, M. R., & van Merrienboer, J. J. G. (2010). The effects of performance-based assessment criteria on student performance and self-assessment skills. Advances in Health Sciences Education, 15, 517532.Google Scholar
Fitzpatrick, B., & Schulz, H. (2016, April). Teaching young students to self-assess critically. Paper presented at the annual meeting of the American Educational Research Association, Washington DC.Google Scholar
Franken, A. S. (1992). I’m good enough, I’m smart enough, and doggone it, people like me! Daily affirmations by Stuart Smalley. New York: Dell.Google Scholar
Glaser, C., & Brunstein, J. C. (2007). Improving fourth-grade students’ composition skills: Effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology, 99, 297310.Google Scholar
Gonida, E. N., & Leondari, A. (2011). Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs. International Journal of Educational Research, 50, 209220.Google Scholar
Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92, 160170.Google Scholar
Harding, J. L., & Hbaci, I. (2015). Evaluating pre-service teachers’ math teaching experience from different perspectives. Universal Journal of Educational Research, 3(6), 382389.Google Scholar
Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.Google Scholar
Harris, L. R., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers’ implementation. Teaching and Teacher Education, 36, 101111.Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81112.Google Scholar
Hawe, E., & Parr, J. (2014). Assessment for learning in the writing classroom: An incomplete realization. Curriculum Journal, 25, 210237.Google Scholar
Hawkins, S. C., Osborne, A., Schofield, S. J., Pournaras, D. J., & Chester, J. F. (2012). Improving the accuracy of self-assessment of practical clinical skills using video feedback: The importance of including benchmarks. Medical Teacher, 34, 279284.Google Scholar
Huang, Y., & Gui, M. (2015). Articulating teachers’ expectations afore: Impact of rubrics on Chinese EFL learners’ self-assessment and speaking ability. Journal of Education and Training Studies, 3(3), 126132.Google Scholar
Kaderavek, J. N., Gillam, R. B., Ukrainetz, T. A., Justice, L. M., & Eisenberg, S. N. (2004). School-age children’s self-assessment of oral narrative production. Communication Disorders Quarterly, 26, 3748.Google Scholar
Karnilowicz, W. (2012). A comparison of self-assessment and tutor assessment of undergraduate psychology students. Social Behavior and Personality: An International Journal, 40, 591604.Google Scholar
Kingston, N. M., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 2837.Google Scholar
Kitsantas, A., & Zimmerman, B. J. (2006). Enhancing self-regulation of practice: The influence of graphing and self-evaluative standards. Metacognition and Learning, 1, 201212.Google Scholar
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254284.Google Scholar
Kollar, I., Fischer, F., & Hesse, F. (2006). Collaboration scripts: A conceptual analysis. Educational Psychology Review, 18, 159185.Google Scholar
Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2012). Students’ performance calibration in a basketball dribbling task in elementary physical education. International Electronic Journal of Elementary Education, 4(3), 507517.Google Scholar
Koriat, A. (2012). The relationships between monitoring, regulation and performance. Learning and Instruction, 22, 296298.Google Scholar
Kostons, D., van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22, 121132.Google Scholar
Labuhn, A. S., Zimmerman, B. J., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standards Metacognition and Learning, 5, 173194.Google Scholar
Leach, L. (2012). Optional self-assessment: Some tensions and dilemmas. Assessment & Evaluation in Higher Education, 37, 137147.Google Scholar
Lew, M. D. N., Alwis, W. A. M., & Schmidt, H. G. (2010). Accuracy of students’ self-assessment and their beliefs about its utility. Assessment & Evaluation in Higher Education, 35, 135156.Google Scholar
Lin-Siegler, X., Shaenfield, D., & Elder, A. D. (2015). Contrasting case instruction can improve self-assessment of writing. Educational Technology Research and Development, 63, 517537.Google Scholar
Lipnevich, A. A., Berg, D. A. G., & Smith, J. K. (2016). Toward a model of student response to feedback. In Brown, G. T. L. & Harris, L. R. (Eds.), The handbook of human and social conditions in assessment (pp. 169185). New York: Routledge.Google Scholar
Lopez, R., & Kossack, S. (2007). Effects of recurring use of self-assessment in university courses. International Journal of Learning, 14, 203216.Google Scholar
Lopez-Pastor, V. M., Fernandez-Balboa, J.-M., Santos Pastor, M. L., & Aranda, A. F. (2012). Students’ self-grading, professor’s grading and negotiated final grading at three university programmes: Analysis of reliability and grade difference ranges and tendencies. Assessment & Evaluation in Higher Education, 37, 453464.Google Scholar
Lui, A. (2017). Validity of the Responses to Feedback Survey: Operationalizing and measuring students’ cognitive and affective responses to teachers’ feedback. Doctoral dissertation, University at Albany, State University of New York.Google Scholar
Memis, E. K., & Seven, S. (2015). Effects of an SWH approach and self-evaluation on sixth grade students’ learning and retention of an electricity unit. International Journal of Progressive Education, 11(3), 3249.Google Scholar
Meusen-Beekman, K. D., Joosten-ten Brinke, D., & Boshuizen, H. P. A. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation, 51, 126136.Google Scholar
Miller, T. M., & Geraci, L. (2011). Training metacognition in the classroom: The influence of incentives and feedback on exam predictions. Metacognition and Learning, 6, 303314.Google Scholar
Murakami, C., Valvona, C., & Broudy, D. (2012). Turning apathy into activeness in oral communication classes: Regular self- and peer-assessment in a TBLT programme. System: An International Journal of Educational Technology and Applied Linguistics, 40, 407420.Google Scholar
Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199218.Google Scholar
Nielsen, K. (2014), Self-assessment methods in writing instruction: A conceptual framework, successful practices and essential strategies. Journal of Research in Reading, 37, 116.Google Scholar
Nowell, C., & Alston, R. M. (2007). I thought I got an A! Overconfidence across the economics curriculum. Journal of Economic Education, 38(2), 131142.Google Scholar
Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our studentsElectronic Journal of Research in Educational Psychology, 11, 551576.Google Scholar
Panadero, E., Alonso-Tapia, J., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22, 806813.Google Scholar
Panadero, E., Alonso-Tapia, J., & Huertas, J. A. (2014). Rubrics vs. self-assessment scripts: Effects on first year university students’ self-regulation and performance. Journal for the Study of Education and Development, 3(7), 149183.Google Scholar
Panadero, E., Alonso-Tapia, J., & Reche, E. (2013). Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers. Studies in Educational Evaluation, 39, 125132.Google Scholar
Panadero, E., Brown, G. L., & Strijbos, J.-W. (2016). The future of student self-assessment: A review of known unknowns and potential directionsEducational Psychology Review, 28, 803830.Google Scholar
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 7498.Google Scholar
Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In Laveault, D. & Allal, L. (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 311326). New York: Springer.Google Scholar
Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21, 133148.Google Scholar
Punhagui, G. C., & de Souza, N. A. (2013). Self-regulation in the learning process: Actions through self-assessment activities with Brazilian students. International Education Studies, 6(10), 4762.Google Scholar
Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1998, April). Impact of self-evaluation training on mathematics achievement in a cooperative learning environment. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.Google Scholar
Ross, J. A., & Starling, M. (2008). Self‐assessment in a technology‐supported environment: The case of grade 9 geography. Assessment in Education: Principles, Policy & Practice, 15(2), 183199.Google Scholar
Sargeant, J. (2008). Toward a common understanding of self-assessment. Journal of Continuing Education in the Health Professions, 28, 14.Google Scholar
Sargeant, J., Mann, K., van der Vleuten, C., & Metsemakers, J. (2008). “Directed" self-assessment: Practice and feedback within a social context. Journal of Continuing Education in the Health Professions, 28, 4754.Google Scholar
Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153189.Google Scholar
Silver, I., Campbell, C., Marlow, B., & Sargeant, J. (2008). Self-assessment and continuing professional development: The Canadian perspective. Journal of Continuing Education in the Health Professions, 28, 2531.Google Scholar
Siow, L.-F. (2015). Students’ perceptions on self- and peer-assessment in enhancing learning experience. Malaysian Online Journal of Educational Sciences, 3(2), 2135.Google Scholar
Tan, K. (2004). Does student self-assessment empower or discipline students? Assessment & Evaluation in Higher Education, 29(6), 651662.Google Scholar
Tan, K. (2009). Meanings and practices of power in academics’ conceptions of student self-assessment. Teaching in Higher Education, 14, 361373.Google Scholar
Taras, M. (2008). Issues of power and equity in two models of self-assessment. Teaching in Higher Education, 13, 8192.Google Scholar
Tejeiro, R. A., Gomez-Vallecillo, J. L., Romero, A. F., Pelegrina, M., Wallace, A., & Emberley, E. (2012). Summative self-assessment in higher education: Implications of its counting towards the final mark. Electronic Journal of Research in Educational Psychology, 10, 789812.Google Scholar
van Helvoort, A. A. J. (2012). How adult students in information studies use a scoring rubric for the development of their information literacy skills. Journal of Academic Librarianship, 38, 165171.Google Scholar
van Loon, M. H., de Bruin, A. B. H., van Gog, T., van Merriënboer, J. J. G., & Dunlosky, J. (2014). Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica, 151, 143154.CrossRefGoogle ScholarPubMed
Wang, W. (2017). Using rubrics in student self-assessment: Student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education, 42(8), 12801292.Google Scholar
Wollenschläger, M., Hattie, J., Machts, N., Möller, J., & Harms, U. (2016). What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough. Contemporary Educational Psychology, 44–45, 111.Google Scholar
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 8291.Google Scholar
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and overview. In Zimmerman, B. J & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×