University students' strategies and criteria during self-assessment: instructor's feedback, rubrics, and year level effects

被引：15

作者：

Panadero, Ernesto ^{[1
,2
]}

Garcia Perez, Daniel ^{[3
]}

Fernandez Ruiz, Javier ^{[4
]}

Fraile, Juan ^{[5
]}

Sanchez-Iglesias, Ivan ^{[6
]}

Brown, Gavin T. L. ^{[7
]}

机构：

[1] Univ Deusto, Fac Psicol & Educ, Bilbao, Spain

[2] Basque Fdn Sci, Ikerbasque, Bilbao, Spain

[3] Univ Complutense Madrid, Dept Invest & Psicol Educ, Madrid, Spain

[4] Univ Autonoma Madrid, Dept Psicol Evolut & Educ, E-28049 Madrid, Spain

[5] Univ Francisco Vitoria, Madrid, Spain

[6] Univ Complutense Madrid, Dept Psicobiol & Metodol Cienc Comportamiento, Madrid, Spain

[7] Univ Auckland, Fac Educ & Social Work, Auckland, New Zealand

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2023年 / 38卷 / 03期

关键词：

Self-assessment; Feedback effects; Rubric; Higher education; HIGHER-EDUCATION; EFFICACY; POWER;

D O I：

10.1007/s10212-022-00639-4

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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.

引用

页码：1031 / 1051

页数：21

共 34 条

[1]

Andrade H., 2018, The Cambridge handbook of instructional feedback, P367, DOI DOI 10.1017/9781316832134.019

[2]

Azevedo R., 2018, Handbook of self-regulation of learning and performance, V2nd, P254

[3] Effects of grade level and subject on student test score predictions [J].

Barnett, JE ;

Hixon, JE .

JOURNAL OF EDUCATIONAL RESEARCH, 1997, 90 (03) :170-174

[4] QUANTITATIVE STUDIES OF STUDENT SELF-ASSESSMENT IN HIGHER-EDUCATION - A CRITICAL ANALYSIS OF FINDINGS [J].

BOUD, D ;

FALCHIKOV, N .

HIGHER EDUCATION, 1989, 18 (05) :529-549

[5]

Boud D., 1995, ASSESSMENT LEARNING, P35, DOI DOI 10.4324/9780203062074-8

[6]

Brookhart S.M., 2018, FRONTIERS ED LAUSANN, V3, DOI DOI 10.3389/FEDUC.2018.00022

[7] The quality and effectiveness of descriptive rubrics [J].

Brookhart, Susan M. ;

Chen, Fei .

EDUCATIONAL REVIEW, 2015, 67 (03) :343-368

[8]

Brown G.T.L., 2014, Frontline Learning Research, V2, P22, DOI [10.14786/flr.v2i1.24, DOI 10.14786/FLR.V2I1.24]

[9]

Brown G.T. L., 2013, SAGE handbook of research on classroom assessment, P367, DOI DOI 10.4135/9781452218649.N21

[10] Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement [J].

Brown, Gavin T. L. ;

Peterson, Elizabeth R. ;

Yao, Esther S. .

BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2016, 86 (04) :606-629

← 1 2 3 4 →