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Assessment in Education: Principles, Policy & Practice Volume 21, 2014 - Issue 4
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Articles

Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers

Ernesto PanaderoDepartment of Educational Sciences and Teacher Education, Learning and Educational Technology Research Unit (LET), University of Oulu, Oulu, Finland;Departament de Psicologia Bàsica, Evolutiva i de l’Educació, Universitat Autònoma de Barcelona, Barcelona, SpainCorrespondence[email protected]
,
Gavin BrownSchool of Learning, Development & Professional Practice, Faculty of Education, The University of Auckland, Auckland, New Zealand
&
Matthew CourtneySchool of Learning, Development & Professional Practice, Faculty of Education, The University of Auckland, Auckland, New Zealand
Pages 365-383 | Received 17 Jul 2013, Accepted 22 Apr 2014, Published online: 18 Jun 2014

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Javier Fernández Ruiz, Ernesto Panadero, Daniel García- Pérez & Leire Pinedo. (2022) Assessment design decisions in practice: Profile identification in approaches to assessment design. Assessment & Evaluation in Higher Education 47:4, pages 606-621.
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Ernesto Panadero, Juan Fraile, Leire Pinedo, Carlos Rodríguez-Hernández & Fernando Díez. (2022) Changes in classroom assessment practices during emergency remote teaching due to COVID-19. Assessment in Education: Principles, Policy & Practice 29:3, pages 361-382.
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Dorit Alt & Nirit Raichel. (2022) Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education 37:3, pages 370-394.
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Cecilia K. Y. Chan & Lillian Y. Y. Luk. (2022) Going ‘grade-free’? – Teachers’ and students’ perceived value and grading preferences for holistic competency assessment. Higher Education Research & Development 41:3, pages 647-664.
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Javier Fernández-Ruiz, Ernesto Panadero & Daniel García-Pérez. (2021) Assessment from a disciplinary approach: design and implementation in three undergraduate programmes. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 703-723.
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Marie Darmody, Zita Lysaght & Michael O’Leary. (2020) Irish post-primary teachers’ conceptions of assessment at a time of curriculum and assessment reform. Assessment in Education: Principles, Policy & Practice 27:5, pages 501-521.
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Javier Fernández-Ruiz & Ernesto Panadero. (2020) Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities (Comparación entre concepciones y prácticas de evaluación en profesores de Educación Secundaria: más diferencias que semejanzas). Journal for the Study of Education and Development 43:2, pages 309-346.
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Ernesto Panadero, Juan Fraile, Javier Fernández Ruiz, David Castilla-Estévez & Miguel A. Ruiz. (2019) Spanish university assessment practices: examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education 44:3, pages 379-397.
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Anne Looney, Joy Cumming, Fabienne van Der Kleij & Karen Harris. (2018) Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education: Principles, Policy & Practice 25:5, pages 442-467.
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Articles from other publishers (13)

Georgeta Ion, Anna Díaz-Vicario & Cristina Mercader. (2023) Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment. Active Learning in Higher Education, pages 146978742311548.
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Daniel Ríos-Muñoz, David Herrera-Araya & Paulina Salinas-Fritz. (2022) Estilos y paradigmas evaluativos en docentes de educación escolar. Magis, Revista Internacional de Investigación en Educación 15, pages 1-29.
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Gavin T. L. Brown. (2021) Student Conceptions of Assessment: Regulatory Responses to Our Practices. ECNU Review of Education 5:1, pages 116-139.
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Semih OKATAN, Hülya YUMRU & Mine YAZICI. (2022) A Formative Approach To Translator TrainingÇevirmen Eğitimine Biçimlendirici Bir Yaklaşım. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:1, pages 164-198.
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Sung-ki Kim, Hee-jung Min, Min-su Ha & Seoung-hey Paik. (2021) Exploring the science teachers’ assessment literacy for performance assessment. Journal of Curriculum and Evaluation 24:1, pages 231-251.
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Sara M González-Betancor, Alicia Bolívar-Cruz & Domingo Verano-Tacoronte. (2017) Self-assessment accuracy in higher education: The influence of gender and performance of university students. Active Learning in Higher Education 20:2, pages 101-114.
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Ernesto Panadero, Daniel Garcia & Juan Fraile. 2019. Handbook of Vocational Education and Training. Handbook of Vocational Education and Training 1359 1370 .
Florence Kyaruzi, Jan-Willem Strijbos, Stefan Ufer & Gavin T.L. Brown. (2018) Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation 59, pages 1-9.
Crossref
Ernesto Panadero, Daniel Garcia & Juan Fraile. 2019. Handbook of Vocational Education and Training. Handbook of Vocational Education and Training 1 12 .
Juan Fraile, Rodrigo Pardo & Ernesto Panadero. (2017) ¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa?. Revista Complutense de Educación 28:4, pages 1321-1334.
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Ernesto Panadero & Gavin T. L. Brown. (2016) Teachers’ reasons for using peer assessment: positive experience predicts use. European Journal of Psychology of Education 32:1, pages 133-156.
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Ernesto Panadero, Gavin T. L. Brown & Jan-Willem Strijbos. (2015) The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions. Educational Psychology Review 28:4, pages 803-830.
Crossref
Ernesto Panadero, Anders Jonsson & Jan-Willem Strijbos. 2016. Assessment for Learning: Meeting the Challenge of Implementation. Assessment for Learning: Meeting the Challenge of Implementation 311 326 .

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