The Reliability, Validity, and Utility of Self-Assessment

By John A. Ross. 2006

525 citations recorded by the source corpus.

Subfields: Family Practice, Public Health, Environmental and Occupational Health, Radiology, Nuclear Medicine and Imaging

View Paper: https://www.semanticscholar.org/paper/edaf2979bd25a29c0abc9bfb9eb59cdb53be88cd

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Citations in the corpus

Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013, background): “In recent years self-assessment of learning has received a lot of attention and it is a growing field in educational psychology (e.g. Dochy, Segers, & Sluijsmans, 1999; Ross, 2006; Taras, 2010).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “The evidence from the K-12 schooling sector (Brown & Harris, 2013; Finn & Metcalfe, 2014; Ross, 2006) and from higher education (Boud & Falchikov, 1989; Falchikov & Boud, 1989) is strikingly similar.”
A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education (2009, background): “Ross (2006) also cited Schunk (1996) as providing evidence to support the contribution of self-assessment to student achievement.”
The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014, background): “So what might that input look like? Research has shown (Brown & Harris, 2013; Ross, 2006) that realistic self-assessments are more likely when: (1) students are involved in the process of establishing criteria for evaluating work outcomes; (2) students are taught how to apply those criteria; (3) stu”
Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “ment (Ross, 2006).”
Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective (2018, background): “…Shute, 2008), self-regulated learning, which includes self-assessment and subsequent actions to attain the learning goals (Dignath & Büttner, 2008; Ross, 2006), and peer-assisted learning including peer-assessment and subsequent feedback (Rohrbeck, Ginsburg-Block, Fantuzzo, & Miller, 2003; Van…”
Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2020, background): “Researchers have attempted to break down the self-assessment process (e.g., Ross 2006; McMillan and Hearn 2008; Sargeant et al. 2010; Fastr e et al. 2012).”
Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan (2014, background): “One possible explanation is that students had limited experience using feedback, which suggests that training and practice using feedback would be prudent (Min, 2005, 2006; Ross, 2006).”
Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (2010, background): “The right conditions include at least the following (Andrade & Valtcheva, 2009; Butler, 2002; Macguire, Evans, & Dyas, 2001; Ross, 2006; Thompson, Pilgrim, & Oliver, 2005): 1. guidance in articulating the criteria by which they assess their learning processes and products, 2. learning how to apply…”
Rubric-Referenced Self-Assessment and Self-Efficacy for Writing (2009, background): “Similarly, Ross (2006) argued that self-assessments that focus “student attention on particular aspects of their performance (e.g., the dimensions of the coconstructed rubric)” (p. 6) contribute to positive self-efficacy beliefs.”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “Although there is evidence that students can be consistent with their own previous self-assessments (Ross, 2006), Brown and Harris (2013) found that the correlation between self-ratings and teacher ratings, between self-estimates of performance on a test and actual test scores, and between student…”
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).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “…in the literature on implementation of SA in classrooms, we will highlight some guidelines that we consider to have special relevance for the development of SRL. Andrade and Valtcheva (2009) and Ross (2006) proposed several recommendations regarding instructional conditions to support SA.”