Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

Sáiz, María Soledad Ibarra; Gómez, Gregorio Rodríguez; Boud, David

doi:10.1007/s10734-019-00469-2

Cited by 73 publications

(55 citation statements)

References 59 publications

(58 reference statements)

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“…Once again, the capacity to make judgements was the most commonly-identified element of feedback literacy within statements of graduate outcomes, which supports recent claims for the importance of these skills in supporting lifelong learning (e.g. Ibarra-Sáiz et al 2020). Taken together, these findings suggest that developing capacities for making sound judgements is a particularly important graduate attribute and that other critical dimensions of feedback literacy (i.e.…”

Section: Discussionsupporting

confidence: 80%

Discipline-specific feedback literacies: A framework for curriculum design

2020

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Feedback literacy is an important graduate attribute that supports students’ future work capacities. This study aimed to develop a framework through which discipline-specific feedback literacies, as a set of socially situated skills, can be developed within core curricula. The framework is developed through a content analysis of National Qualifications Frameworks from six countries and UK Subject Benchmark Statements for multiple disciplines, analysis of indicative subject content for a range of disciplines and consultation with subject-matter experts. Whilst most of the benchmark statements incorporate the development of feedback literacy skills related to ‘making judgements’, attributes relating to ‘appreciating feedback’ and ‘taking action based on feedback’ are less prevalent. Skills related to ‘managing the affective challenges of feedback’ are most prevalent in documentation for applied disciplines. The resulting empirically guided curriculum design framework showcases how integrating the development of discipline-specific feedback literacies can be enacted through authentic learning activities and assessment tasks. In terms of implications for practice, the framework represents in concrete terms how discipline-specific feedback literacies can be integrated within higher education curricula. The findings also have implications for policy: by positioning discipline-specific feedback literacies as graduate outcomes, we believe they should be integrated within national qualifications frameworks as crucial skills to be developed through higher education courses. Finally, from a theoretical perspective, we advance conceptions of feedback literacy through a sociocultural approach and propose new directions for research that seek to reconceptualise a singular concept of feedback literacy as multiple feedback literacies that unfold in distinctive ways across disciplines.

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Section: Discussionsupporting

confidence: 80%

Discipline-specific feedback literacies: A framework for curriculum design

2020

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“…Based on the evolution of the occupational therapy program, in particular raising awareness of the capabilities of evaluative judgement across the span of 2 years, and 19 placements, student related that they benefited from a placement that includes a focus on the development of this capability. While research methods for evaluative judgement have only recently been explored, 9 evaluation of outcomes might include asking students to reflect on placement activities which contributed to their learning.…”

Section: Discussionmentioning

confidence: 99%

Preparing students for the future through developing evaluative judgement

Naidoo

Tai

Penman

2020

The Clinical Teacher

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Competencies, work-based assessments and entrustable professional activities might ensure our health professional students are well practiced in the expectations we have of them upon entry into the workforce. However, graduates must also be prepared for more than just their immediate future. They also need the capability to sustain their performance in evolving environments, and importantly, monitor performance (their own and potentially others') within the workplace to ensure quality practice. This is even more important in the increasingly uncertain nature of work roles, with the increase of technology and artificial intelligence. For example, in light of COVID-19, there is now an expectation of competency in the provision of telehealth services, an area which is new for many and requires a set of complex capabilities. Future work will still involve care, especially with an ageing population; however, if routine tasks are taken over by robots, humans will be called upon to do non-routine tasks and roles where decision making and judgement are important. In light of the need to prepare lifelong learners and in the increasingly changeable context of work, the term 'evaluative judgement' has been defined as 'the capability to assess the quality of one's own work and that of others'. 1 Evaluative judgement is an important attribute to develop, since without the capability to Capability to monitor performance (their own, and potentially others') within the workplace to ensure quality practice.

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“…A set of four assessment tasks were designed, the characteristics of which are described in the work of Ibarra-Sáiz et al (2020). As students completed each assessment task they answered the Analysis of Assessment and Learning Tasks (ATAE) questionnaire expressing their assessment and experience in each case.…”

Section: Methodsmentioning

confidence: 99%

“…From the perspective of lecturers as assessors we refer to their skill to design and implement assessment tasks and, from the student's point of view, their role in performing these tasks and how they assess each one. Therefore, for the time being, this will not encompass the students' capacity to assess their own work, using self-assessment, or their classmates' work, by means of peer assessment, aspects that are essential in the students' evaluative judgement (Ibarra-Sáiz et al, 2020;Tai et al, 2017) and it will focus on their capability to evaluate not the lecturers' work in general, but the quality of a specific product of the lecturers' design activity such as assessment…”

Section: Conceptual Framework and Hypothesis Developmentmentioning

confidence: 99%

“…Gore et al, 2009;Gulikers et. al, 2004;Smith & Smith, 2014 Transfer Relate the knowledge and the experience to other subjects and to the social and professional reality Ashwin et al 2015;Glofcheski, 2017;Gulikers et al, 2004Gulikers et al, , 2006Ibarra-Sáiz et al, 2020;Strijbos et al 2015 Investigation model and hypothesis…”

Section: Characterisation Of the Assessment Tasksmentioning

confidence: 99%

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Evaluando la evaluación. Validación mediante PLS-SEM de la escala ATAE para el análisis de las tareas de evaluación

Sáiz

Gómez

2020

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Una de las funciones esenciales del profesorado universitario se concreta en el proceso de toma de decisiones sobre los diferentes componentes que constituyen el diseño de los procesos de evaluación, siendo uno de sus elementos clave la calidad de las tareas de evaluación. En este estudio se presenta tanto la validación de un instrumento para la valoración por el estudiantado de las tareas de evaluación como el modelo que sustenta las relaciones entre los constructos que caracterizan las tareas de evaluación. A partir de una revisión de la literatura se ha elaborado un modelo teórico de las características de las tareas de evaluación y las relaciones existentes entre ellas. Para su comprobación se ha diseñado, sobre la base de un modelo de medida de carácter formativo, el cuestionario Análisis de las Tareas de Evaluación y Aprendizaje (ATAE). Mediante un diseño de cohorte se han obtenido un total de 1.166 cuestionarios cumplimentados por estudiantes de los grados de Administración y Dirección de Empresas (ADE) y Finanzas y Contabilidad (FYCO). La evaluación del modelo de medida y del modelo estructural se ha realizado mediante la técnica Partial Least Squares Structural Equation Modeling (PLS-SEM) utilizando el software SmartPLS_3. Los resultados muestran la no existencia de problemas de colinealidad y unos niveles elevados de importancia absoluta y relativa de cada uno de los ítems del cuestionario. Es de destacar, desde la percepción de los estudiantes, que el carácter retador de una tarea de evaluación se relaciona con la transferencia del aprendizaje, y cómo el uso de estrategias de comunicación y la demostración de una comprensión profunda son elementos mediadores de esta relación. Palabras clave: Tarea de evaluación; evaluación como aprendizaje; empoderamiento; PLS-SEM; mínimos cuadrados parciales; modelo de ecuaciones estructurales; PLS predictivo

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Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

Cited by 73 publications

References 59 publications

Discipline-specific feedback literacies: A framework for curriculum design

Discipline-specific feedback literacies: A framework for curriculum design

Preparing students for the future through developing evaluative judgement

Evaluando la evaluación. Validación mediante PLS-SEM de la escala ATAE para el análisis de las tareas de evaluación

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