University students’ strategies and criteria during self‑assessment: instructor’s feedback, rubrics, and year level efects
Entity
UAM. Departamento de Psicología Evolutiva y de la EducaciónPublisher
SpringerDate
2022-10-24Citation
10.1007/s10212-022-00639-4
European Journal of Psychology of Education (2022): 1-21
ISSN
0256-2928 (print); 1878-5174 (online)DOI
10.1007/s10212-022-00639-4Funded by
Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Research funded by Fundación BBVA call Investigadores y Creadores Culturales 2015 (project name Transición a la educación superior id. 122500) and by Spanish Ministry of Economy and Competitiveness (Ministerio de Economía y Competitividad) National I+D Call (Convocatoria Excelencia) project reference EDU2016-79714-PProject
Gobierno de España. EDU2016-79714-PEditor's Version
https://doi.org/10.1007/s10212-022-00639-4Subjects
Feedback effects; Higher education; Rubric; Self-assessment; PsicologíaRights
© The Author(s) 2022Abstract
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
Files in this item
Google Scholar:Panadero Calderón, Pedro Ernesto
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Garcia Pérez, Daniel
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Fernández Ruiz, Javier
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Fraile, Juan
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Sánchez-Iglesias, Iván
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Brown, Gavin T.L.
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