The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

By Ernesto Panadero, Gavin T. L. Brown, Jan-Willem Strijbos. 2016

332 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/39230a0b55b890625eb06726532071591f7e2a55

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ernesto Panadero
2. A. Jonsson
3. Zi Yan
4. J. Botella
5. Heidi L. Andrade
6. Phillip Dawson
7. David Boud
8. Anna C. Brady

In Education

1. Ernesto Panadero
2. Zi Yan
3. Phillip Dawson
4. A. Jonsson
5. David Boud
6. J. Botella
7. Heidi L. Andrade
8. J. Tai

Citations in the corpus

• A Critical Review of Research on Student Self-Assessment (2019, background): “Without exception, reviews of self-assessment (Sargeant, 2008; Brown and Harris, 2013; Panadero et al., 2016a) call for clearer definitions: What is self-assessment, and what is not? This question is surprisingly difficult to answer, as the term self-assessment has been used to describe a diverse ra”
• College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “Prior research indicates that students’ self-assessments, causal attributions, and other aspects of reflection can be useful for understanding their motivation and subsequent academic performance (Dunning et al. 2004; Panadero et al. 2016; Sitzmann et al. 2010; Weiner 2005).”
• Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2020, background): “Yan, 2016, 2018b) reported that Hong Kong primary and secondary students performed quite well on self-reflection based on available feedback, but were less inclined to take the initiative to seek feedback regarding their own performance. This study further revealed that Hong Kong students, in univer”
• Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “Self-assessment is typically focused on a specific task, whereby a student comes to understand the required standard and thus improves their work on the specific task at hand (Panadero et al. 2016).”
• Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “Still, since there are different forms of self-assessment, as well self-assessment interventions with different components, future research also needs to be more specific with regards to self-assessment typologies, in order to advance our understanding of how selfassessment interventions impact on s”