Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning

By Heidi L. Andrade. 2010

274 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3f02ba549c82d0b1dc447d2c7dcb787e27198667

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, background): “As such, students are key consumers and producers of the formative assessment information (Andrade, 2010), in which the accuracy of peer feedback messages is defined in terms of their appropriateness to the assessment criteria, rather than being determined by the subject-related expertise of the…”
A cyclical self-assessment process: towards a model of how students engage in self-assessment (2017, background): “Therefore, it may be enough if students develop learning skills from selfassessment rather than having their self-assessments corroborated by the marking of tutors or teachers or scores on tests (Andrade 2010; Boud 1995; Tan 2012).”
Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students (2013, background): “However, it is important to note that the self-assessment theorists also emphasize the role that this process plays in self-regulation (Andrade, 2010; Bannert, 2009; Boud, 1995c).”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, background): “…to self-assess is a crucial step in implementing the kind of formative assessment which leads to a deeper understanding of the academic tasks and that students need to be taught how to self-assess (Andrade, 2010; Black & Wiliam, 1998; Dochy, Segers, & Sluijsmans, 1999; Kostons et al., 2012).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Indeed, it has been argued that SSA ought not to be disclosed, since the reasons and effects of SSA are intensely personal and difficult to inspect (Andrade, 2010).”
A Critical Review of Research on Student Self-Assessment (2019, background): “The association between self-assessment and learning has also been explained in terms of self-regulation (Andrade, 2010; Panadero andAlonso-Tapia, 2013; Andrade and Brookhart, 2016, 2019; Panadero et al., 2016b).”
Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “…h e o ry a n d M e as u re m e n t T h e o ry >> April 2013WestEd >> 1998, 2003; Vygotsky, 1978); as building new knowledge on what they already know (i.e., prior knowledge) (Bransford, Brown, & Cocking, 2000); and as developing the metacognitive skills necessary to regulate their own learning…”
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013, background): “Rubrics are designed to evaluate, mainly, the product of an activity (Andrade, 2010; Jonsson & Svingby, 2007), whereas scripts are designed to help students during an activity to assess whether the process they are following is adequate or not (Bannert, 2009; Kramarski & Michalsky, 2010; Nückles, Hü”
Student perceptions of classroom feedback (2013, background): “(Student 1) Students have instant, ongoing access to their thoughts, actions and work, and there is ample evidence that they can accurately self-regulate and give peer feedback under the right conditions (Andrade 2010; Hattie and Gan 2011; Waldrip, Fisher, and Dorman 2009).”
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “As argued by Andrade (2010, 2018), students themselves are the definitive source of formative assessment as it is through their own assessment that they can regulate their actions.”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “A similar situation is reported by Reddy and Andrade (2010) in a review on the use of rubrics in higher education.”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, methodology): “…number of calls have been issued recently for moving away from the simpler forms of self-assessment, where students are merely asked to score or grade themselves, as opposed to making qualitative judgments about their own performance (Andrade, 2010; Boud & Falchikov, 1989; Eva & Regehr, 2005).”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “Student self-assessment is a central component of current conceptions of classroom assessment, particularly formative assessment (Andrade, 2010; Leahy, Lyon, Thompson, & Wiliam, 2005), and a number of studies have demonstrated a positive association between self-assessment, learning and achievement ”
The assessment cycle: a model for learning through peer assessment (2016, background): “Given their close relationship, a number of authors have proposed models that synthesise self-assessment and self-regulation (Andrade 2010; Nicol and Macfarlane-Dick 2006).”