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A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles
- Publication Year :
- 2024
-
Abstract
- Financiado por el Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), PID2019-108982GB-I00. Spanish National R+D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), Reference number: PID2019-108982GB-I00. Referencias bibliográficas: • Andrade, H., (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. L., Andrade & G. J., Cizek (Eds.), Handbook of formative assessment (pp. 90–105). Routledge. • Andrade, H., (2018). Feedback in the context of self-assessment. In A. A., Lipnevich & J. K., Smith (Eds.), The Cambridge handbook of instructional feedback (pp. 376–408). Cambridge University Press. • Boekaerts, M., & Corno L., (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x • Boud, D., & Falchikov, N., (1989). Quantitative studies of student self-assessment in higher-education: A critical analysis of findings. Higher Education, 18(5), 529–549. https://doi.org/10.1007/BF00138746 • Brown, G. T. L., & Harris, L. R., (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3(2014), 22–30. https://doi.org/10.14786/flr.v2i1.24 • Butler, R., (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474. https://doi.org/10.1037/0022-0663.79.4.474 • Butler, D. L., & Winne, P. H., (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281. https://doi.org/10.3102/00346543065003245 • Dochy, F., Segers, M., & Sluijsmans, D., (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher<br />While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-assessment process has been a black box that recent research is trying to open. This study explored and integrated two data collections (secondary and higher education) that investigated students’ real actions while self-assessing, aiming to disentangle self-assessment into more precise actions. Our goal was to identify self-assessment processes and profiles to better understand what happens when students self-assess and to design and implement better interventions. By combining such data, we were able to explore the differences between secondary and higher education students, the effects of external feedback on self-assessment, and to propose a model of ideal self-assessment (SEFEMO). Using think-aloud protocols, direct observation and self-reported data, we identified six main actions (read, recall, compare, rate, assess, and redo) and four self-assessment profiles. In general, secondary and higher education students showed the same actions and very similar profiles. External feedback had a negative effect on the self-assessment actions except for the less advanced self-assessors. Based on data from more than 500 self-assessment performances, we propose a model of self-feedback.<br />Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), PID2019-108982GB-I00.<br />Depto. de Investigación y Psicología en Educación<br />Fac. de Educación<br />TRUE<br />pub
Details
- Database :
- OAIster
- Notes :
- application/pdf, 0969-594X, English
- Publication Type :
- Electronic Resource
- Accession number :
- edsoai.on1457228281
- Document Type :
- Electronic Resource