Teachers’ use of a self-assessment procedure: the role of criteria, standards, feedback and reflection

Diggelen, Migchiel van; Brok, PJ Perry den; Beijaard, Douwe

doi:10.1080/13540602.2013.741834

Cited by 17 publications

(16 citation statements)

References 38 publications

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“…If a coach, for example, makes use of goal-directed coaching interventions he/she will be better able to direct the attention of the students to the right aspects thereby providing a starting point for a dialogue (Hattie and Timperley 2007;Price et al 2010;Van Diggelen et al 2013). The goal-directedness of the interventions will also make the intervention more specific and the intention behind the coaching intervention better understandable for the student which will further facilitate the dialogue (Hattie and Timperley 2007;Van Diggelen et al 2013). The increased understanding of the student will likely lead to better learning outcomes and more positive perceptions of the environment offered to the coaching.…”

Section: Results: the Coaching Modelmentioning

confidence: 99%

“…Coaching will not actively engage students when it does not build on an experience, image, or knowledge students have (Black and Wiliam 2009;Hattie and Timperley 2007;Sadler 1989;Ramaprasad 1983). Ideally, coaching on the design process always starts with something the students have done or thought of (Black and Wiliam 2009;Hattie and Timperley 2007;Sadler 1989;Van Diggelen et al 2013). If students can't get started coaching starts with finding out what the students were thinking when they got stuck or by describing what happened when they were asked to start designing.…”

Section: Coaching Goal 11: Designingmentioning

confidence: 99%

“…This tacit knowledge encapsulated in experiences needs to be activated to make it possible for students to articulate knowledge and experience learning (Sadler 2010). Coaching interventions only land when there is formal knowledge available to build upon or when a student has a vivid image of an important experience (Black and Wiliam 2009;Hattie and Timperley 2007;Van Diggelen et al 2013). Addressing personal and professional experiences or images of practice is also a way to make students motivated and see the relevance of, for example, DBL projects in general.…”

Section: Proposition 143 Coaching Requires Relating Design Activitimentioning

confidence: 99%

“…In order to open up, think freely and share their thoughts with both fellow students and the coach it is important that students perceive the environment as safe (Carless 2013;Van Diggelen et al 2013). Furthermore, if students perceive the environment as stimulating they will likely be more actively engaged, try to experiment more and it makes it easier for them to learn from failures (Sawyer 2017).…”

Section: Main Category 20: Coaching Environmentmentioning

confidence: 99%

“…A dialogue actually consists of a continuous feedback loop (Carless 2019). This loop provides teachers the opportunity to check whether the intervention has the intended effect or not (Van Diggelen et al 2013). A coach is, for example, able to check whether or not a hint is taken, a question directs the attention of the student in an intended way, generates the proper knowledge, results in active engagement of the student or fosters thinking.…”

Section: Proposition 33 Coaching Requires All Stakeholders To Approamentioning

confidence: 99%

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Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Diggelen

Doulougeri

Gomez-Puente

et al. 2019

Int J Technol Des Educ

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The purpose of this study is to determine what good coaching during design-based learning (DBL) entails by integrating theoretical and practical perspectives on good coaching. For this purpose, a grounded theory approach was used. For the practical perspective, themes on good coaching were derived from a qualitative study on coaching by observing and interviewing teachers and students involved in a DBL project. For the theoretical perspective, we consulted and analyzed literature on scaffolding, feedback, and formative assessment and coaching in problem-based learning from the learning sciences and the studio model from arts and design literature. Synthesizing themes from both perspectives led to the development of a theoretical coaching model consisting of three main categories (and four subcategories), seventeen themes and thirteen propositions. The model and propositions might be of use for those involved in coaching students in DBL and provide relevant directions for research on coaching in DBL.

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Section: Results: the Coaching Modelmentioning

confidence: 99%

Section: Coaching Goal 11: Designingmentioning

confidence: 99%

Section: Proposition 143 Coaching Requires Relating Design Activitimentioning

confidence: 99%

Section: Main Category 20: Coaching Environmentmentioning

confidence: 99%

Section: Proposition 33 Coaching Requires All Stakeholders To Approamentioning

confidence: 99%

See 3 more Smart Citations

Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Diggelen

Doulougeri

Gomez-Puente

et al. 2019

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment

Karaman

2024

Eur J Psychol Educ

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This study aims to explore the effects of pre-service teachers’ use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers’ perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed.

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Total Quality Management as Competitive Advantage for the Internal Strategy and Policy of Greek Special Education School Units

Kaleli,

Konteos,

Avlogiaris

et al. 2024

J Knowl Econ

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Teachers’ use of a self-assessment procedure: the role of criteria, standards, feedback and reflection

Cited by 17 publications

References 38 publications

Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment

Total Quality Management as Competitive Advantage for the Internal Strategy and Policy of Greek Special Education School Units

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