Panadero, ErnestoGarcía Pérez, DanielFernández Ruiz, JavierFraile, JavierSánchez Iglesias, IvánBrown, Gavin T. L.2024-02-222024-02-222022-10-24Panadero, E., García-Pérez, D., Fernández-Ruiz, J., Fraile, J., Sánchez-Iglesias, I., & Brown, G. T. (2023). University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects. European Journal of Psychology of Education, 38(3), 1031-1051. https://doi.org/10.1007/s10212-022-00639-40256-292810.1007/s10212-022-00639-4https://hdl.handle.net/20.500.14352/101649Referencias bibliográficas: • Andrade, H. (2018). Feedback in the context of self-assessment. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback (pp. 376–408). Cambridge University Press. DOI: 10.1017/9781316832134.019 • Azevedo, R., Taub, M., & Mudrick, N. V. (2018). 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J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. 10.3102/0034654307313795 DOI: 10.3102/0034654307313795 • Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2017). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education. 10.1007/s10734-017-0220-3 • To, J., & Panadero, E. (2019). Peer assessment effects on the self-assessment process of firstyear undergraduates. Assessment & Evaluation in Higher Education, 44(6), 920–932. 10.1080/02602938.2018.1548559 DOI: 10.1080/02602938.2018.1548559 • Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10(3087). 10.3389/fpsyg.2019.03087 • Wollenschläger, M., Hattie, J., Machts, N., Möller, J., &; Harms, U. (2016). What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2015.11.003 • Yan, Z. (2018). Student self-assessment practices: The role of gender, school level and goal orientation. Assessment in Education: Principles, Policy & Practice, 25(2), 183–199. 10.1080/0969594X.2016.1218324 DOI: 10.1080/0969594X.2016.1218324 • Yan, Z. (2019). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation In Higher Education, 1–15. 10.1080/02602938.2019.1629390 • Yan, Z., & Brown, G. T. (2017). A cyclical self-assessment process: towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262. 10.1080/02602938.2016.1260091 DOI: 10.1080/02602938.2016.1260091This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor’s written feedback, and rubric feedback plus instructor’s written feedback). Participants, after random assignment to feedback condition, were video-recorded performing a self-assessment on a writing task both before and after receiving feedback. The quality of self-assessment strategies decreased after feedback of all kinds, but the number of strategies increased for the combined feedback condition. The number of self-assessment criteria increased for rubric and combined conditions, while feedback helped shift criteria use from basic to advanced criteria. Student year level was not systematically related to changes in self-assessment after feedback. In general, the combination of rubric and instructor’s feedback produced the best effects.engAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/journal article1878-5174https://link.springer.com/article/10.1007/s10212-022-00639-4https://produccioncientifica.ucm.es/documentos/636708cb688cd71757e13fa2open access159.953.53783737.015.3Self-assessmentFeedback efectsRubricHigher educationAprendizajeEnseñanza universitariaEducaciónPsicología de la educación (Educación)5801 Teoría y Métodos Educativos6104.02 Métodos Educativos6104.01 Procesos Cognitivos