Secondary school students' conceptions of assessment and feedback

By Elizabeth R. Peterson, S. Irving. 2008

190 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7a63f3f6ae78487d4712d7a6f538125fc0cf6f47

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In Education

Citations in the corpus

The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness (2014, result): “…accordance with this, various questionnaire and interview studies have indicated that students mostly prefer specific and elaborated feedback and comments pointing out strengths and weaknesses and indicating ways to improve (Barry, 2008; Higgins et al., 2002; Peterson & Irving, 2008; Straub, 1997).”
Handbook of Research on Learning and Instruction (2011, background): “Currently, few school districts provide physical education textbooks or other written material to assist teachers to establish detailed and standardized learning objectives and assessment criteria to structure the teaching-learning process.”
Measuring Motivation in Low-Stakes Assessments (2015, background): “Providing feedback on a low-stakes test may make the test seem less personally meaningless (Peterson & Irving, 2008; Zilberberg, Anderson, Finney, & Marsh, 2013) because, at the very least, the student would get an indication of his or her proficiency in a given area.”
A cyclical self-assessment process: towards a model of how students engage in self-assessment (2017, background): “Indeed, it is well established that students know the teacher is the real authority concerning the quality of their work (Harris and Brown 2013; Peterson and Irving 2008).”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “A body of evidence indicated that learners in pre-HE and HE may often focus heavily on the grades they receive, at the expense of their engagement with the accompanying qualitative feedback (Bailey & Garner, 2010; Crisp, 2007; Hern andez, 2012; Higgins et al., 2001; Peterson & Irving, 2008).”
The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014, background): “Nonetheless, Powel and Gray‟s (1995) technique is extremely simple and the realism of a student self-assessment can be objectively verified by the student using a tangible metric.”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “…research makes it clear that students are aware that the teacher is the most expert person in the classroom and some have grave doubts as to the necessity of relying on anyone’s judgment other than that of the teacher (Gao, 2009; Panadero, Brown, & Courtney, 2014; Peterson & Irving, 2008).”
Self-regulation of assessment beliefs and attitudes: a review of the Students’ Conceptions of Assessment inventory (2011, background): “Research has shown that assessment influences students’ behaviours, learning, studying and achievement (Entwistle, 1991 ; Peterson & Irving, 2008 ; Struyven, Dochy, & Janssens, 2005).”
The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students (2009, background): “For example, New Zealand secondary students reported they find self‐ and peer‐assessment practices, often seen as central to the assessment for learning approach (eg, Black and Wiliam 1998 ), of little use; only teacher feedback was considered accurate and useful for improvement purposes (Peterso”
Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject (2011, background): “Research in secondary education shows that students’ pride and sense of worth is related strongly to feedback and grades (Peterson and Irving 2008 ).”