A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles-Reference-Cited by-同舟云学术

A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles

Published:2024-07-16 Issue: Volume: Page:1-33
ISSN:0969-594X
Container-title:Assessment in Education: Principles, Policy & Practice
language:en
Short-container-title:Assessment in Education: Principles, Policy & Practice

Author:

Panadero Ernesto¹^ORCID,Fernández Javier²^ORCID,Pinedo Leire³^ORCID,Sánchez Iván⁴^ORCID,García-Pérez Daniel⁵^ORCID

Affiliation:

1. Centre for Assessment Research Policy and Practice in Education, School of Policy and Practice, Institute of Education, Dublin City University, Dublin, Ireland

2. Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de Madrid, Madrid, Spain

3. Facultad de Educación y Deporte, Universidad de Deusto, Bilbao, Spain

4. Departamento de Psicobiología y Metodología de las Ciencias del Comportamiento, Universidad Complutense de Madrid, Madrid, Spain

5. Departamento de Investigación y Psicología en Educación, Universidad Complutense de Madrid, Madrid, Spain

Funder

the Ministerio de Ciencia, Innovación y Universidades

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/0969594X.2024.2367027

Reference32 articles.

1. Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 90–105). Routledge.

2. 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.

3. Self-Regulation in the Classroom: A Perspective on Assessment and Intervention

4. Quantitative studies of student self-assessment in higher education: a critical analysis of findings

5. The future of self-assessment in classroom practice: Reframing self- assessment as a core competency