Student responses to criteria‐referenced self‐assessment

By Heidi L. Andrade, Ying Du. 2007

377 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8232ec7d247dde80cce4c923c3dad8ad63c0afb

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In Education

Citations in the corpus

Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2020, methodology): “Self-assessment has been increasingly used as a necessary learning and assessment strategy in higher education to develop students as independent and lifelong learners (Boud 1995; Andrade and Du 2007; Yan and Brown 2017; Bourke 2018).”
Peer and self‐assessment in the first year of university (2011, background): “Examples of publications with good conceptual content (i.e. those that have a theoretical component) include Andrade and Du (2007), Boud (1998), Heron (1981, 1988), O’Donovan, Price, and Rust (2004), and Rust, Price, and O’Donovan (2003).”
Beyond feedback: developing student capability in complex appraisal (2010, background): “Two recent examples are the studies by Andrade and Du ( 2007 ) and Rust, Price and O’Donovan ( 2003 ) in the USA and UK, respectively, where the major interest was in how professors can make their expectations known to students.”
Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (2010, background): “This might explain, in part, why students typically report that they value it (Andrade & Du, 2007) as long as it does not become self-evaluation by counting toward a grade (Ross, Rolheiser, & HogaboamGray, 1998).”
Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018, background): “(9) Modelling and scaffolding of the process (Andrade and Du 2007; Falchikov 2007): see Table 2 for the scaffolding process which included a session on how to do the peer and self-assessment.”
Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills (2009, result): “Their results extended previous research (e.g., Stefani 1992, 1994) and were also replicated in a study by Andrade and Du (2007) , in which students reported they felt to be able to self-assess effectively only when they knew beforehand what the teacher expected.”
Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, background): “…among teachers, students, and programme administrators about the standards of writing in a larger learning community, and can involve students in setting goals and actively self-evaluating their works in progress with reference to agreed-upon rubrics (Andrade and Du 2007; Bahous 2008).”
Assessment Matters: Self-Assessment & Peer Assessment (2014, background): “2 Assessment Matters: Self-Assessment & Peer Assessment Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote:”
Promoting Learning and Achievement Through Self-Assessment (2009, background): “A study of undergraduate students’ experiences with checklistor rubric-referenced self-assessment (Andrade & Du, 2007) indicated that students felt that selfassessment was valuable, but they needed support and practice in order to reap the full benefits of the process.”