Does student engagement in self-assessment calibrate their judgement over time?

By David Boud, R. Lawson, Darrall G. Thompson. 2013

215 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bb4674c93df4743a0cad4161e25f238bc365df61

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In Education

Citations in the corpus

A cyclical self-assessment process: towards a model of how students engage in self-assessment (2017, background): “Realism about the quality of one’s own performance permits valid changes in further learning and helps students focus on important aspects of their learning that need work (Boud, Lawson, and Thompson 2013).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Second, this issue has been largely overlooked by research other than studies exploring SSA in terms of accuracy or realism (Boud et al., 2013; Sitzmann et al., 2010).”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “In order to become more accurate in judging the standards of their own performance, students need extended opportunities for self-evaluation so that they can improve their judgment over time (Boud, Lawson, and Thompson 2013, 2015).”
The calibration of student judgement through self-assessment: disruptive effects of assessment patterns (2015, methodology): “An earlier investigation using data from an online system was undertaken across units of study over a number of semesters in an undergraduate course in an Australian university (Boud et al., 2013).”
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): “…2010) as they related their evaluations to the evaluations of others; they reflected whether their judgements were appropriate or not, looking for ways to improve future feedback content and wondering what they had missed in making their judgements that others had noticed (Boud et al. 2013).”
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education (2018, background): “The focus of the previous research on self and peer assessment as a learning and teaching design has been largely centred on the correlation of grading between academics and students (Boud, Lawson, and Thompson 2013; Brown, Andrade, and Chen 2015; Li et al. 2015).”
Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “Existing work suggests that students can be trained to use analytic rubrics to evaluate their own work and the work of others (e.g. Boud et al. 2013); however, the ability to apply a rubric does not necessarily imply that students have developed evaluative judgement without a rubric.”