The Use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks: Towards transparency for students and for tutors

By Maddalena Taras. 2001

212 citations recorded by the source corpus.

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Citations in the corpus

Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms (2009, methodology): “In first language assessment, self-assessment has often been reported as an effective tool because self-assessment helps students to develop a better understanding of the purpose of the assignment and the assessment criteria (Orsmond & Merry, 1997), improves learning (Sullivan & Hall, 1997), and sof”
Learning to self-assess oral performance in English: A longitudinal case study (2008, background): “…of self-assessment and engage students in assessment to activate deep learning, several factors are considered essential: clear criteria, training, intervention and feedback, and sufficient practice (AlFallay, 2004, Chen, 2006; Orsmond et al., 2000; Patri, 2002; Stefani, 1998; Taras, 2001).”
Accuracy of students' self‐assessment and their beliefs about its utility (2010, methodology): “It has been argued by some that self-assessment is a sine qua non for effective learning and is a critical tool for learning beyond university education (Black and William 1998; Taras 2001).”
To Feedback or Not to Feedback in Student Self-assessment (2003, methodology): “This had been included because in week 5, when criteria had been discussed in class, a large number of students had included ‘time and effort’ as a criterion of their choosing (see also Taras, 2001).”
Using Assessment for Learning and Learning from Assessment (2002, background): “Furthermore, it in uences and interferes with their own judgements, making self-assessment more dif cult (Taras, 2001).”
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).”
The effects of self-assessment among young learners of English (2010, background): “…various academic settings, a number of authors have addressed the importance of practicing or training students to conduct self-assessment (e.g., giving them instruction and feedback) (e.g., McDonald and Boud, 2003; Nicol and Macfarlane-Dick, 2006; Orsmond et al., 2000; Stefani, 1998; Taras, 2001).”
Conditions Under Which Assessment Supports Students’ Learning (2005, unknown): “Taras (2001) reports the successful use of such a sequence as a component of summative assessments.”
Using Assessment to Support Student Learning (2010, background): “Taras (2001) reports the successful use of such a sequence as a component of summative assessments.”
Student self-assessment: processes and consequences (2010, background): “(Hinett and Thomas 1999, 7) A major difference between their distinction between formal and informal assessments is that the former is graded and the latter is not and that the latter is unlikely to receive the same attention from either the students or the tutor (Taras 2001).”
Online self-assessment with feedback and metacognitive knowledge (2010, background): “Taras, one of the 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 ( Tar”
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.”