Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback-Reference-Cited by-同舟云学术

Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback

Published:2023-08-09 Issue:7 Volume:43 Page:756-779
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Panadero Ernesto¹^ORCID,García-Pérez Daniel²^ORCID,Fernández Ruiz Javier³^ORCID,Fraile Juan⁴^ORCID,Sánchez-Iglesias Iván⁵,Brown Gavin T. L.⁶^ORCID

Affiliation:

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

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

3. Departamento de Psicología, Sociología y Filosofía, Universidad de León, Leon, Spain

4. Universidad Francisco de Vitoria, Madrid, Spain

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

6. The University of Auckland, Auckland, New Zealand

Funder

Fundación BBVA

Ministerio de Economía y Competitividad

Basque Government

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2023.2254015

Reference52 articles.

1. Feedback in the Context of Self-Assessment

2. Student responses to criteria‐referenced self‐assessment

3. Rubric-Referenced Self-Assessment and Self-Efficacy for Writing

4. 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.

5. Effects of Grade Level and Subject on Student Test Score Predictions

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1. A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles;Assessment in Education: Principles, Policy & Practice;2024-07-16

2. How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’;Studies in Educational Evaluation;2024-06

3. Elements for understanding and fostering self-assessment of learning artifacts in higher education;Frontiers in Education;2024-03-05