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Assessment in Education: Principles, Policy & Practice Volume 27, 2020 - Issue 6
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Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

Ernesto Panaderoa Facultad de Psicología y Educación, Universidad De Deusto, Bilbao, Spain;b IKERBASQUE, Basque Foundation for Science, Bilbao, SpainCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0859-3616View further author information
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Javier Fernández-Ruizc Departamento de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, SpainORCID Iconhttps://orcid.org/0000-0001-5419-7687View further author information
ORCID Icon &
Iván Sánchez-Iglesiasd Departamento de Psicobiología y Metodología de las Ciencias del Comportamiento, Universidad Complutense de Madrid, Madrid, SpainORCID Iconhttps://orcid.org/0000-0002-6934-7905View further author information
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Pages 607-634 | Received 30 Aug 2019, Accepted 15 Sep 2020, Published online: 30 Oct 2020

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Ernesto Panadero, Daniel García-Pérez, Javier Fernández Ruiz, Juan Fraile, Iván Sánchez-Iglesias & Gavin T. L. Brown. (2023) Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback. Educational Psychology 0:0, pages 1-24.
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Therese N. Hopfenbeck. (2020) Rethinking validity in educational assessment. Assessment in Education: Principles, Policy & Practice 27:6, pages 585-587.
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Articles from other publishers (6)

Nathan Rickey, Christopher DeLuca & Pamela Beach. (2023) Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes. Metacognition and Learning 18:3, pages 945-981.
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Samuel P. León, Ernesto Panadero & Inmaculada García-Martínez. (2023) How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy. Educational Psychology Review 35:4.
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Ernesto Panadero, Daniel García Pérez, Javier Fernández Ruiz, Juan Fraile, Iván Sánchez-Iglesias & Gavin T. L. Brown. (2022) University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects. European Journal of Psychology of Education 38:3, pages 1031-1051.
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Charlotte Dignath, Reyn van Ewijk, Franziska Perels & Sabine Fabriz. (2023) Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring. Educational Psychology Review 35:2.
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Heidi L. Andrade, Susan M. Brookhart & Elie ChingYen Yu. (2021) Classroom Assessment as Co-Regulated Learning: A Systematic Review. Frontiers in Education 6.
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Íris Susana Pires Pereira, Eva Lopes Fernandes & Maria Assunção Flores. (2021) Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback. Education Sciences 11:8, pages 400.
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