Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorFernández Ruiz, Javier
dc.contributor.authorSánchez Iglesias, Iván
dc.date.accessioned2024-01-30T10:56:43Z
dc.date.available2024-01-30T10:56:43Z
dc.date.issued2020-10-30
dc.description.abstractThe effects of relevant factors related to self-assessment have not been systematically investigated. We explored four factors and their effects on self-assessment and self-efficacy: (1) feedback (with vs without), (2) subject matter (Spanish vs mathematics), (3) year level (K7 vs K10 vs K11), and (4) gender. The participants included 64 secondary education students who self-assessed during a set of Spanish and mathematics activities while being video-recorded. Data came from think-aloud protocols, direct observations, and self-reported instruments. The use of self-assessment strategies and criteria was more frequent and advanced without feedback and in females. There were differences in the self-assessment of Spanish and mathematics. As for year level, results showed more similarities than expected, though the use of advanced strategies and criteria varied across levels. Additionally, none of the factors had significant effects on self-efficacy. This study opens a new avenue for self-assessment research, unveiling the black box of self-assessment.
dc.description.departmentDepto. de Psicobiología y Metodología en Ciencias del Comportamiento
dc.description.facultyFac. de Psicología
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationErnesto Panadero, Javier Fernández-Ruiz & Iván Sánchez-Iglesias (2020) Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender, Assessment in Education: Principles, Policy & Practice, 27:6, 607-634, DOI: 10.1080/0969594X.2020.1835823
dc.identifier.doi10.1080/0969594X.2020.1835823
dc.identifier.issn0969-594X
dc.identifier.issn1465-329X
dc.identifier.officialurlhttps://www.tandfonline.com/doi/full/10.1080/0969594X.2020.1835823
dc.identifier.urihttps://hdl.handle.net/20.500.14352/96408
dc.issue.number6
dc.journal.titleAssessment in Education: Principles, Policy & Practice
dc.language.isoeng
dc.page.final634
dc.page.initial607
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordSelf-assessment
dc.subject.keywordSubject matter
dc.subject.keywordFeedback effects
dc.subject.keywordDevelopmental effects
dc.subject.keywordGender effects
dc.subject.ucmPsicología (Psicología)
dc.subject.unesco61 Psicología
dc.titleSecondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
dc.typejournal article
dc.type.hasVersionP
dc.volume.number27
dspace.entity.typePublication
relation.isAuthorOfPublication935a980a-9de6-4a76-9ca9-b37d60e3d7ff
relation.isAuthorOfPublication.latestForDiscovery935a980a-9de6-4a76-9ca9-b37d60e3d7ff
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