Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

Assessment in Education: Principles, Policy and Practice

Volumn 27, Issue 6, 2020, Pages 607-634

  Panadero, Ernesto ^a,b   Fernández Ruiz, Javier ^c   Sánchez Iglesias, Iván ^d  

^a UNIVERSITY OF DEUSTO   (Spain)

^b BASQUE FOUNDATION FOR SCIENCE   (Spain)

^c UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

^d UNIVERSIDAD COMPLUTENSE DE MADRID   (Spain)

Author keywords

developmental effects; feedback effects; gender effects; Self assessment; subject matter

Indexed keywords

EID: 85094879672     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/0969594X.2020.1835823     Document Type: Article

References (41)

1. Andrade, H., (2018). Feedback in the context of self-assessment. In A. A., Lipnevich & J. K., Smith (Eds.), The Cambridge handbook of instructional feedback (pp. 376–408). 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. Azevedo, R., Taub, M., & Mudrick, N. V., (2018). Understanding and reasoning about real-time cognitive, affective, and metacognitive processes to foster self-regulation with advanced learning technologies. In D. H., Schunk & J. A., Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 254–270). Routledge.
4. Bandura, A., (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/Henry Holt & Co.
5. Barnett, J. E., & Hixon, J. E., (1997). Effects of grade level and subject on student test score predictions. The Journal of Educational Research, 90 (3), 170–174. https://doi.org/10.1080/00220671.1997.10543773
6. Bolívar-Cruz, A., Verano-Tacoronte, D., & Galván-Sánchez, I., (2018). Do self-efficacy, incentives and confidence in public speaking influence how students self-assess?/¿ Influyen la autoeficacia, los incentivos y la confianza para hablar en público en cómo se autoevalúan los estudiantes? Cultura Y Educación, 30 (3), 528–555. https://doi.org/10.1080/11356405.2018.1488420
7. 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
8. 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
9. Boud, D., Lawson, R., & Thompson, D. G. (2015). The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns. Higher Education Research & Development, 34 (1), 45–59. https://doi.org/10.1080/07294360.2014.934328
10. Brown, G., & Harris, L. R., (2013). Student self-assessment. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 367–395). SAGE Publications.
11. Brown, G. T., Andrade, H. L., & Chen, F., (2015). Accuracy in student self-assessment: Directions and cautions for research. Assessment in Education: Principles, Policy & Practice, 22 (4), 444–457. https://doi.org/10.1080/0969594X.2014.996523
12. Brown, G. T. L., & Harris, L. R., (2018). Methods in feedback research. In A. A., Lipnevich & J. K., Smith (Eds.), The Cambridge handbook of instructional feedback(pp. 97–120). Cambridge University Press.
13. 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
14. Butler, R., & Hasenfratz, L., (2017). Gender and competence motivation. In A. J., Elliot, C. S., Dweck, & D. S., Yeager (Eds.), Handbook of competence and motivation (2nd ed., pp. 489–511). The Guilford Press.
15. Creswell, J. W., & Clark, V. L. P., (2018). Designing and conducting mixed methods research. Sage publications.
16. De Corte, E., Mason, L., Depaepe, F., & Verschaffel, L., (2011). Self-regulation of mathematical knowledge and skills. In B. J., Zimmerman & D. H., Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 155–172). Routledge.
17. Dochy, F. J. R. C., Segers, M., & Sluijsmans, D., (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24 (3), 331–350. https://doi.org/10.1080/03075079912331379935
18. 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/j.1529-1006.2004.00018.x
19. 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
20. Harris, K. R., Graham, S., MacArthur, C. A., Reid, R., & Mason, L. H., (2011). Self-regulated learning processes and children’s writing. In B. J., Zimmerman & D. H., Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 187–202). Routledge.
21. Hattie, J., & Timperley, H., (2007). The power of feedback. Review of Educational Research, 77 (1), 81–112. https://doi.org/10.3102/003465430298487
22. Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28 (1), 1–35.
23. Jarodzka, H., Holmqvist, K., & Gruber, H., (2017). Eye tracking in educational science: Theoretical frameworks and research agendas. Journal of Eye Movement Research, 10 (1), 1–18. https://doi.org/10.16910/jemr.10.1.3
24. Kostons, D., van Gog, T., & Paas, F., (2010). Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Computers & Education, 54 (4), 932–940. https://doi.org/10.1016/j.compedu.2009.09.025
25. Kostons, D., Van Gog, T., & Paas, F., (2009). How do i do? Investigating effects of expertise and performance‐process records on self‐assessment. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 23 (9), 1256–1265. https://doi.org/10.1002/acp.1528
26. Langan, A. M., Shuker, D. M., Cullen, W. R., Penney, D., Preziosi, R. F., & Wheater, C. P., (2008). Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations. Assessment & Evaluation in Higher Education, 33 (2), 179–190. https://doi.org/10.1080/02602930701292498
27. Pajares, F., (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H., Schunk & B. J., Zimmerman (Eds.), Motivation and self-regulated learning. Theory, research and applications (pp. 111–168). Lawrence Erlbaum Associates.
28. 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 (6), 806–813. https://doi.org/10.1016/j.lindif.2012.04.007
29. Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2016). 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
30. Panadero, E., Fraile, J., Ruiz, J. F., Castilla-Estévez, D., & Ruiz, M. A. (2019) Spanish university assessment practices: Examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education, 44 (3), 379–397. https://doi.org/10.1080/02602938.2018.1512553
31. 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
32. Pintrich, P. R., (2000). The role of goal orientation in self-regulated learning. In M., Boekaerts, P. R., Pintrich, & M., Zeidner (Eds.), Handbook of self-regulation (pp. 452–502). Academic Press.
33. Raaijmakers, S. F., Baars, M., Paas, F., van Merriënboer, J. J., & van Gog, T., (2019). Effects of self-assessment feedback on self-assessment and task-selection accuracy. Metacognition and Learning, 14 (1), 21–42. https://doi.org/10.1007/s11409-019-09189-5
34. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
35. Ross, J., A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment Research & Evaluation, 11 (10). http://pareonline.net/getvn.asp?v=11&n=10
36. Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1999). Effect of self-evaluation on narrative writing. Assessing Writing, 6 (1), 107–132.
37. Wiliam, D., (2019). Why formative assessment is always both domain-general and domain-specific and what matters is the balance between the two. In H., Andrade, R. E., Bennett, & G. J., Cizek (Eds.), Handbook of formative assessment in the disciplines (pp. 272–294). Routledge.
38. Winne, P. (2020). A proposed remedy for grievances about self-report methodologies. Frontline Learning Research, 8(3), 164–173. https://doi.org/10.14786/flr.v8i3.625
39. Yan, Z., (2018). The self-assessment practice scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27 (2), 123–135. https://doi.org/10.1007/s40299-018-0371-8
40. Yan, Z., & Brown, G. T., (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
41. 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). Academic Press.