Promoting Learning and Achievement Through Self-Assessment

By Heidi L. Andrade, Anna Valtcheva. 2009

538 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c857467355eceef67e5987d47d10529302b21f59

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, methodology): “Since rubrics – by definition – are quite detailed scoring guides, they can be used in order to validly assess multi-dimensional performances (Andrade & Valtcheva, 2009; Halonen et al., 2003) and rubrics have been the primary choice for many test developers as they allow for, at least moderately,…”
A Critical Review of Research on Student Self-Assessment (2019, background): “Fortunately, the studies listed in the table, as well as others (see especially Andrade and Valtcheva, 2009; Nielsen, 2014; Panadero et al., 2016a), point toward an answer.”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “More recently, Nicol and McFarlane-Dick (2006) proposed seven principles of ‘good feedback practice’ that are thought to promote SRL. Likewise, Clark (2012) discussed, from a theoretical point of view, how formative feedback may actualize and reinforce SRL strategies among students.”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “Comparison to explicitly stated criteria, goals or standards as the basis for self-assessment can also improve the veridicality of selfassessments (Andrade & Valtcheva, 2009).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “…communicative interest appears to refer to the stage of criteria-setting and much less to the process of self-assessment itself which, as we know, it is only the initial approach for a more efficient implementation of SSA in the classroom (Andrade & Valtcheva, 2009; Panadero & Alonso-Tapia, 2013).”
The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, methodology): “criticize their own work according to clearly stated expectations, usually provided in the form of goals or criteria, and then revise their work (Andrade & Valtcheva, 2009).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, background): “Although rubrics are designed to analyze the final product of an activity, it is recommended that they are given to students before they start a task in order to help them establish appropriate goals (Alonso-Tapia & Panadero, 2010; Andrade & Valtcheva, 2009).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “This is supported by research that has found positive effects on students‟ learning when assessment criteria are explicitly stated (Andrade & Valtcheva, 2009; Jonsson, 2013; Panadero & Jonsson, 2013).”
Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students (2013, methodology): “Moreover, appropriate self-assessment also influences the planning phase (Boud, 1995b), a fact by which it is recommended to make explicit the assessment criteria from the beginning of the activity (Andrade, 2010; Andrade & Valtcheva, 2009; Boekaerts & Corno, 2005).”
Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2020, background): “Pedagogically, it implies that it is better to teach students to prepare for self-assessment as early as possible when engaging in a learning task, rather than hold self-assessment until the task is completed (Topping 2003; Andrade and Valtcheva 2009).”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, background): “…by a wealth of research advocating the multiple benefits to the learner if implemented effectively (e.g. Bloxham and West 2004; McLaughlin and Simpson 2004; Van den Berg, Admiraal, and Pilot 2006; Andrade and Valtcheva 2008; van Zundert, Sluijsmans, and Van Merriënboer 2010; Nulty 2011).”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, methodology): “Following the establishment of Andrade ’ s criteria for self-assessment (Andrade & Valtcheva, 2009), Panadero, Tapia, and Huertas (2012) identi ﬁ ed three different approaches: self-grading, the use of rubrics and the use of scripts/prompts/ cues.”
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “…to develop evaluative judgment by promoting components (criteria, standards) and emphasizing opportunities for practice in closing the gap between present and desired performance. self and peer assessment to have a higher impact on learning (Andrade & Valtcheva, 2009; Ross, 2006; Topping, 2003).”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, methodology): “All these processes should be modeled by the teacher providing feedback on the self-assessment process itself (Andrade & Valtcheva, 2009; Panadero, Jonsson, & Strijbos, 2016).”