Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students

By Ernesto Panadero, J. Alonso-Tapia. 2013

201 citations recorded by the source corpus.

Self-assessment is one of the most usual activities in classroom from all different educational levels. However a high percentage of teachers report not knowing how self-assessment influence students’ learning or how to implement it successfully in their classrooms. In this article two different lines of research concerning self-assessment will be analyzed (self-regulation and formative assessment) along with a new conceptualization of what self-assessment is. Later the relationship between self-assessment and the use of learning strategies by the students will be examined explaining how this skill can be acquired. In the last sections it will be analyzed how the use of different pedagogic strategies can enhance a successful implementation of self-assessment in classrooms.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/223c1acd76e183901baf7be8bbbe74ed85699446

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “…students developing capability for evaluative judgement either through strategies that involve self-assessment (e.g. Boud 1992; Panadero et al. 2016), peer assessment (e.g. Panadero 2016; Topping 2010), or self-regulated learning (e.g. Nicol and MacfarlaneDick 2006; Panadero and Alonso-Tapia 2013).”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “As self-assessment provides the student with information about the learning goals and how to progress towards them (Andrade, 2010; Panadero & Alonso-Tapia, 2013), training in self-assessment may make students feel more confident (Schunk, 1996).”
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “Additionally, students’ goals are affected by the “level of perfection that the student wants to achieve” (Panadero & Alonso-Tapia, 2013 p. 558).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “For a more detailed discussion about the relationship between self-assessment and self-regulation see Panadero and Alonso-Tapia (2013).”
Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2020, background): “Although the positive effect of self-assessment on academic achievement and SRL is well documented, the intertwined relationship between self-assessment and SRL processes as well as the CONTACT Zi Yan zyan@eduhk.hk 2019 Informa UK Limited, trading as Taylor & Francis Group mechanism for the effect o”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “However, given that self-assessment is the act of reflecting and monitoring on both learning processes and outcomes, SSA could occur during the whole process of selfregulated learning (Panadero & Alonso-Tapia, 2013).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “These contributions, however, give insufficient attention to what we know about SRL theories and models (Panadero and Alonso-Tapia 2013; Zimmerman and Schunk, 2001).”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, methodology): “execution of the task starts – so that students can monitor and evaluate accordingly (Andrade & Brookhart, 2016; Panadero & Alonso-Tapia, 2013).”