The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.
To Feedback or Not to Feedback in Student Self-assessment
Abstract
Extensive research (Black & Wiliam, 1998) notes the importance of feedback for learning. It is posited that even final-year undergraduate students will benefit from feedback and would thus value tutor feedback as an integral part of the student self-assessment process. At a British university, students were trained to carry out self-assessment of two types: firstly, self-assessment prior to peer and tutor feedback and secondly, self-assessment which integrated feedback as part of the process. Students overwhelmingly favoured the latter. In addition, analysis of student errors showed that, contrary to expectations, the majority of students' errors in translation were principally caused by their native language. Furthermore, discussion and questions on criteria revealed that students' expectations of their grades were closely related to the amount of time and effort which they had invested in their work. This was external to the actual standard of their work and their awareness of this.
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Citations
Cites
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 4×
“The massive trawl by Black and Wiliam (1998), of 681 articles published after 1988 on formative assessment, establishes unequivocally the necessity for relevant feedback for efficient learning.”
BackgroundInfluentialFormative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Formative Assessment: Revisiting the Territory
Sadler, D. R. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050104 · Cited by 1,107
Ramaprasad, A. (1983) · Behavioral Science · doi:10.1002/bs.3830280103 · Cited by 915
Enhancing Learning Through Self-assessment
Boud, D. (2013) · Routledge eBooks · doi:10.4324/9781315041520 · Cited by 913
Assessing Learners in Higher Education
Perry, P., Brown, S., & Knight, P. (1995) · British Journal of Educational Studies · doi:10.2307/3121949 · Cited by 686
Enhancing learning through self-assessment
Vella, F. (1996) · Biochemical Education · doi:10.1016/0307-4412(96)82523-4 · Cited by 659
Higher education in a learning society
Coffield, F. (1995) · OpenGrey (Institut de l'Information Scientifique et Technique) · Cited by 627
(1977) · Medical Entomology and Zoology · Cited by 601
Developing Student Autonomy in Learning
(2012) · Routledge eBooks · doi:10.4324/9780203059036 · Cited by 523
Cited by
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS
Taras, M. (2005) · British Journal of Educational Studies · doi:10.1111/j.1467-8527.2005.00307.x · Cited by 727
Self-citationThe future of student self-assessment: a review of known unknowns and potential directions.
Panadero, E., Brown, G. T. L., & Strijbos, J.-W. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9350-2 · Cited by 388
Shepherding the crowd yields better work
Dow, S., Kulkarni, A., Klemmer, S., & Hartmann, B. (2012) · Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work · doi:10.1145/2145204.2145355 · Cited by 334
Metadata
- Authors
- TARAS, M.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2003-10
- Volume
- 28
- Issue
- 5
- Pages
- 549-565
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2017659534
- Cited by
- 271
- References
- 31
- FWCI
- 21.27
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
