To Feedback or Not to Feedback in Student Self-assessment

By Maddalena Taras. 2003

229 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a3a80152dac33eb64ad6ef0311575a58145671d2

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Citations in the corpus

Learning to self-assess oral performance in English: A longitudinal case study (2008, background): “In the translation classroom, Taras (2003) reported that self-assessment integrated with tutor feedback helped students recognize their true strengths and weaknesses and focus on what work was really needed.”
The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance (2012, unknown): “Of course, the result in this group is in line with studies in which the role of feedback in self-assessment is emphasised (e.g. Boston 2002; Taras 2001, 2002, 2003, cited in Oscarson 2009).”
Shepherding the crowd yields better work (2012, background): “Peer assessment can also be valuable, especially when a concrete rubric effectively captures domain knowledge [10,32].”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “On the other hand, relying on one’s sense of effort rather than on some objective standard leads to less accurate self-assessment, dissatisfaction with the program, and can distort students’ expectations (Taras, 2003).”
ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS (2005, background): “He notes that the summary grade is likely to detract and draw attention ‘away from fundamental judgements and the criteria for making them’ (p. 121) (which is a very valid comment, see also Taras (2003) and Black and Wiliam (1998)).”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Self-assessment as an element of dialogue for consensus building can later lead to a productive discussion around the feedback provided (in the second phase) and enhance students ’ internalization and use of peer feedback (in the last phase) (Taras 2003).”
‘Feed‐forward’: improving students' use of tutors' comments (2007, background): “Taras’ (2003) suggestion of withholding the grade until students have read and digested the qualitative feedback may reduce that behaviour.”
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, background): “Also, Taras (2001, 2002, 2003) has carried out a number of studies on student self-assessment in higher education which have shown positive benefits.”
Student self-assessment: processes and consequences (2010, background): “Both should help learners understand their true strengths and weaknesses as opposed to the perceived ones when they handed in their work (Taras 2003).”
Online self-assessment with feedback and metacognitive knowledge (2010, background): “…leading researchers in the field of self-assessment and its influence on students’ performance, places particular emphasis on the importance of not giving grades for self-assessment tests, since they would serve only to block the intended supportive function of such exercises (Taras 2001, 2003).”