The future of student self-assessment: a review of known unknowns and potential directions
Entity
UAM. Departamento de Psicología Evolutiva y de la EducaciónPublisher
Springer New York LLCDate
2015-12-26Citation
10.1007/s10648-015-9350-2
Educational Psychology Review 28.4 (2016): 803-830
ISSN
1040-726X (print); 1573-336X (online)DOI
10.1007/s10648-015-9350-2Funded by
First author funding via Ramón y Cajal program by the Spanish Ministerio de Economía y Competitividad (Referencia: RYC-2013-13469) is acknowledgedSubjects
Self-assessment; Formative assessment; Accuracy; Construct validity; Reliability; Typologies of self-assessment; PsicologíaNote
The final publication is available at Springer via http://dx.doi.org/10.1007/s10648-015-9350-2Rights
© Springer Science+Business Media New York 2015Abstract
This paper reviews current known issues in student self-assessment (SSA) and
identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role
of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for
different students. Five SSA typologies were identified showing that there are different
conceptions on the SSA components but the field still uses SSA quite uniformly. A
significant amount of research has been devoted to SSA accuracy, and there is a great
deal we know about it. Factors that influence accuracy and implications for teaching are
examined, with consideration that students’ expertise on the task at hand might be an
important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students’ expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field
Files in this item
Google Scholar:Panadero, Ernesto
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Brown, Gavin T. L.
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Strijbos, Jan-Willem
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