Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, standards; and revise accordingly. The authors argue that must be formative type of assessment, done on drafts works in progress: It should not matter determining one's grade. As such, the purposes are identify areas strength weakness work order make improvements promote learning. has been shown achievement. This...

This paper reports on a study of undergraduate students’ experiences with criteria‐referenced self‐assessment. Fourteen students who had taken course involving self‐assessment were interviewed in focus groups segregated by gender. The findings suggest that positive attitudes toward after extended practice; felt they can effectively self‐assess when know their teacher’s expectations; claimed to use check work and guide revision; believed the benefits include improvements grades, quality work,...

This study suggests that students use rubrics to support their own learning and academic performance. In focus groups, fourteen undergraduate discussed the ways in which they used plan an approach assignment, check work, guide or reflect on feedback from others. The said using helped them efforts, produce work of higher quality, earn a better grade, feel less anxious about assignment. Their comments also revealed most tend not read rubric its entirety, some may perceive as tool for...

The purpose of this study was to investigate the effect reading a model written assignment, generating list criteria for and self‐assessing according rubric, as well gender, time spent writing, prior rubric use, previous achievement on elementary school students' scores assignment (N = 116). Participants were in grades 3 4. treatment involved using paper scaffold process an effective story or essay, receiving self‐assess first drafts. comparison condition reviewing Findings include main...

The authors investigated the relation between long- and short-term rubric use (including self-assessment), gender, self-efficacy for writing by elementary middle school students (N = 268). They measured long-term with a questionnaire. manipulated treatment that involved reviewing model using to self-assess drafts. collected selfefficacy ratings 3 times. Results revealed girls' was higher than boys' before they began writing. found interactions gender use: Average increased as wrote,...

Student self-assessment is a central component of current conceptions formative and classroom assessment. The research on has focused its efficacy in promoting both academic achievement self-regulated learning, with little concern for issues validity. Because reliability testing considered sine qua non the validity assessment interpretations, into human ability to self-evaluate work raises concerns about quality students’ judgements, it sensible investigate accuracy self-assessments. This...

This study investigated the relationship between middle school students' scores for a written assignment (N = 162) and process that involved students in generating criteria self‐assessing with rubric. Gender, time spent writing, grade level, prior rubric use, previous achievement English were also examined. The treatment using model essay to scaffold of list an effective essay, reviewing rubric, self‐assess first drafts. comparison condition Findings include main effect treatment, gender,...

Until recently, the classroom assessment literature has emphasized role of teachers and tests, for example investigating teachers' practices or quality tests other assessments. In contrast, current understandings teaching learning emphasize students, as well complex interactions between teachers, contexts. We use review method to give substance a theory co-regulation by instructional materials, organize using version Pintrich Zusho's phases areas self-regulation learning, expanded include in...

In this theoretical paper, we shift the attention from feedback as something given to received . After Black and Wiliam shined a light into black box of classroom identified formative assessment way raise standards achievement, large body research revealed influence on learning. Not all such influences were positive, however, which created need for closer examinations nature feedback. addition, recent scholarship co-regulation learning reveals importance understanding how students process...