Abstract
Abstract
This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor’s written feedback, and rubric feedback plus instructor’s written feedback). Participants, after random assignment to feedback condition, were video-recorded performing a self-assessment on a writing task both before and after receiving feedback. The quality of self-assessment strategies decreased after feedback of all kinds, but the number of strategies increased for the combined feedback condition. The number of self-assessment criteria increased for rubric and combined conditions, while feedback helped shift criteria use from basic to advanced criteria. Student year level was not systematically related to changes in self-assessment after feedback. In general, the combination of rubric and instructor’s feedback produced the best effects.
Funder
Fundación BBVA
Ministerio de Economía, Industria y Competitividad, Gobierno de España
Universidad Autónoma de Madrid
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Reference34 articles.
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. 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.
3. 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
4. Boud, D. (1995). Assessment and learning: Contradictory or complementary. In P. Knight (Ed.), Assessment for learning in higher education (pp. 35–48). Kogan.
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
Cited by
6 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献