Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement.

By J. H. McMillan, J. Hearn. 2008

438 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bb379a8107153678f41b65ac68d78726ba065f26

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Citations in the corpus

Formative Assessment Techniques to Support Student Motivation and Achievement (2010, unknown): “Student self-assessment involves much more than simply checking answers; rather, it is a process in which students monitor and evaluate the nature of their thinking to identify strategies that improve understanding (McMillan and Hearn 2008).”
A cyclical self-assessment process: towards a model of how students engage in self-assessment (2017, background): “Feedback seeking from others is a cognitively and emotionally demanding task for students, especially in a Chinese culture like Hong Kong where seeking help (e.g., asking a colleague for feedback) is a socially problematic process (Erez 2010; MacDonald et al. 2013; Mok et al. 2008).”
How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation (2018, unknown): “Under the task constraints of elementary school PE teaching, Hamlin (2005) showed that VFB could help students to analyze their own performances if criteria were provided to help student to structure their evaluations with concrete expectations (McMillan and Hearn 2008).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “…to require that other assessments be accurate, it might well be that there are benefits from engaging in SSA even if it is unrealistic or inaccurate as advocated by some on the basis that any engagement in the process regardless of its accuracy is worthwhile (Andrade, 2010; McMillan & Hearn, 2008).”