Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

Panadero, Ernesto; Ruiz, Javier Fernández; Sánchez-Iglesias, Iván

doi:10.1080/0969594x.2020.1835823

Cited by 20 publications

(16 citation statements)

References 34 publications

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“…In effect, the results show how fundamental characteristics of feedback for teacher learning [55] continue to be essential in contexts in which feedback is given online, namely that it is framed within a practical learning approach, focused on specific content and involves specific audiences; as well as how the quantity and quality of feedback are important for experiential and reflective learning [20,31]. These are very much in line with the main conclusions reached by Paterson et al [26] regarding students' preferences for feedback in higher education, although with a focus on online feedback in teacher education courses in our case.…”

Section: Discussionmentioning

confidence: 99%

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Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

2021

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This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively online following the unexpected closure of the university. Analysis of student teachers’ perspectives, which were collected through an online questionnaire completed after their final assessment, reveals both positive and critical aspects regarding the feedback provided by the teacher educator. While reaffirming the significance of feedback as a crucial element for learning in online teacher education contexts, the findings also show that the clarity, affective bonding and multimodal meaning-making involved in face-to-face interaction are particularly challenging when the communication of feedback is digitally mediated. The implications and limitations of such findings are discussed.

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Section: Discussionmentioning

confidence: 99%

“…An extensive body of research on assessment has long been highlighting the role of feedback in enhancing students' learning outcomes and in the development of selfregulation [14][15][16][17][18][19][20][21].…”

Section: Feedback Revisited Possibilities and Challenges In Digitally Mediated Educationmentioning

confidence: 99%

Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

2021

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“…Ten relied solely on self-report surveys/questionnaires, while five employed surveys and additional quantitative and/or qualitative methods such as think alouds, interviews, grades, or trace data. The study by Panadero et al (2020) is the only one that used a think-aloud protocol and conducted direct observation of behavior. The collection reflects the full spectrum of classroom assessment practices, from summative to formative.…”

Section: Findings Regarding the Cognition Areamentioning

confidence: 99%

“…It goes without saying that uptake of feedback is related to its quality, but the quality of feedback is rarely reported or even mentioned in the 94 studies in this collection, with the exceptions of Koenka et al (2019), Panadero et al (2020), andSchünemann et al (2017). Feedback is a central concern of the sample, so the quality and characteristics of the feedback under investigation is important.…”

Section: Limitations Of and Directions For Researchmentioning

confidence: 99%

“…SRL is not static, especially (and hopefully) in the presence of an intervention, so a score on a one-time, retrospective questionnaire cannot capture the dynamic nature of regulation. Findings from several studies in the collection point toward the need to measure regulation during different phases: the meta-analysis by Koenka et al (2019) indicated that the effects of performance feedback on motivation might fluctuate based on the stage at which they are measured; Panadero et al (2020) found that secondary students adjusted their self-assessment strategies and criteria to using feedback as their main strategies after receiving feedback; and Chien and colleagues' quasi-experimental study (2020) with high school students showed no relationship between irrelevant feedback and students' performance in the beginning stage of peerassessment, but a significantly negative relationship as found at a later stage.…”

Section: Limitations Of and Directions For Researchmentioning

confidence: 99%

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Classroom Assessment as Co-Regulated Learning: A Systematic Review

Andrade

Brookhart

2021

Front. Educ.

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Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 studies, we observe that there is support for most but not all elements of the framework but little research that represents the reciprocal nature of co-regulation. We highlight studies that enable students and teachers to use assessment to scaffold co-regulation. Concluding that the contemporary perspective on assessment as the co-regulation of learning is a useful development, we consider future directions for research that can address the limitations of the collection reviewed.

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

et al. 2022

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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.

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Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

Cited by 20 publications

References 34 publications

Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

Classroom Assessment as Co-Regulated Learning: A Systematic Review

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

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