Turning self-assessment into self-feedback

The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners

Volumn , Issue , 2019, Pages 147-163

  Panadero, Ernesto ^a,b   Lipnevich, Anastasiya ^c   Broadbent, Jaclyn ^b  

^a UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

^b DEAKIN UNIVERSITY   (Australia)

^c CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85084806811     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-3-030-25112-3_9     Document Type: Chapter

References (34)

1. Andrade, H. (2018). Feedback in the context of self-assessment. In A. A. Lip-nevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback (pp. 376-408). Cambridge: Cambridge University Press.
2. Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12-19. https://doi.org/10.1080/00405840802577544.
3. Bjork, E. L., Storm, B. C., & de Winstanley, P. A. (2010). Learning from the consequences of retrieval: Another test effect. In A. S. Benjamin (Ed.), Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork (1st ed.). New York: Psychology Press.
4. Boud, D. (1999). Avoiding the traps: Seeking good practice in the use of selfassessment and reflection in professional courses. SocialWorkEducation, 18(2), 121-132. https://doi.org/10.1080/02615479911220131.
5. Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher-education: A critical analysis of findings. Higher Education, 18(5), 529-549. https://doi.org/10.1007/BF00138746.
6. Boud, D., Lawson, R., & Thompson, D. G. (2013). Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education, 38(8), 941-956. https://doi.org/10.1080/02602938.2013.769198.
7. Brown, G. T. L., Andrade, H., & Chen, F. (2015). Accuracy in student self assessment: Directions and cautions for research. Assessment in Education: Principles, Policy & Practice, 1-14. https://doi.org/10.1080/0969594x.2014.996523.
8. Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. McMillan (Ed.), The Sage handbook of research on classroom assessment (pp. 367-393). Thousand Oaks, CA: Sage.
9. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. https://doi.org/10.3102/00346543065003245.
10. Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69-106. https://doi.org/10.1111/jY529-1006.2004.00018.x.
11. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
12. 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(1), 14-19. https://doi.org/10.1002/chp.150.
13. Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430. https://doi.org/10.3102/00346543059004395.
14. Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243-258. https://doi. org/10.1007/s10734-009-9245-6.
15. Jonsson, A., & Panadero, E. (2018). Facilitating students’ active engagement with feedback. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback. Cambridge: Cambridge University Press.
16. Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1-10. https://doi.org/10.1016/S0959-4752(01)00014-7.
17. Lipnevich, A. A., Berg, D. A. G., & Smith, J. K. (2016). Toward a model of student response to feedback. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 169-185). New York: Routledge.
18. Lipnevich, A. A., & Gjikali, K. (2019, January). What we know about feedback: Teacher beliefs and practices in a nutshell. Paper presented at CUNY Graduate Student Summit, New York, NY.
19. Lipnevich, A. A., & Smith, J. K. (2009). Effects of differential feedback on students’ examination performance. Journal of Experimental Psychology: Applied, 15(4), 319-333. https://doi.org/10.1037/a0017841.
20. Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 125-144). Mahwah, NJ: Lawrence Erlbaum.
21. Nicol, D., & McFarlane-Dick, D. (2006). Formative assessment and selfregulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090.
22. 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 students. Electronic Journal of Research in Educational Psychology, 11(2), 551-576. http://dx.doi.org/10.14204/ejrep.30.12200.
23. Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2016a). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803-830. https://doi.org/10.1007/s10648-015-9350-2.
24. 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, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004.
25. Panadero, E., Jonsson, A., & Strijbos, J. W. (2016b). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessmentfor learning: Meeting the challenge of implementation (pp. 311-326). New York: Springer.
26. Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2019). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education, 34(3), 535-557. https://doi.org/10.1007/s10212-018-0407-8.
27. Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment Research & Evaluation, 11. Retrieved from http://pareonline.net/getvn.asp?v=11&n=10.
28. Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017). Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology, No Pagination Specified. https://doi.org/10.1037/edu0000190.
29. Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010). Self-assessment of knowledge: A cognitive learning or affective measure? Academy of Management Learning & Education, 9(2), 169-191.
30. Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76(3), 467-481. https://doi.org/10.1007/s10734-017-0220-3.
31. Tan, K. H. K. (2012). Student self-assessment: Assessment, learning and empowerment. Singapore: Research Publishing.
32. Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2016). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 1-21. https://doi. org/10.1080/00461520.2016.1207538.
33. Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080/02602938.2016.1260091.
34. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-40). San Diego, CA: Academic Press.