Peer assessment effects on the self-assessment process of first-year undergraduates

References

• Andrade, H., and G. Brown. 2016. “Student Self-Assessment in the Classroom.” In Handbook of Human and Social Conditions in Assessment, edited by G. Brown and L. Harris, 319–334. New York: Routledge.
   Google Scholar
• Andrade, H., and Y. Du. 2007. “Student Responses to Criteria-Referenced Self-Assessment.” Assessment & Evaluation in Higher Education 32 (2): 159–181. doi:10.1080/02602930600801928.
   Google Scholar
• Boud, D. 1995. Enhancing Learning through Self-Assessment. London: Kogan Page.
   Google Scholar
• Boud, D. 2000. “Sustainable Assessment: Rethinking Assessment for the Learning Society.” Studies in Continuing Education 22 (2): 151–167. doi:10.1080/713695728.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Brown, G., and L. Harris. 2013. “Student Self-Assessment.” In SAGE Handbook of Research on Classroom Assessment, edited by J. McMillan, 367–393. Thousand Oaks: SAGE.
   Google Scholar
• Butler, D. L., and P. H. Winne. 1995. “Feedback and Self-Regulated Learning: A Theoretical Synthesis.” Review of Educational Research 65 (3): 245–281. doi:10.3102/00346543065003245.
   Web of Science ®Google Scholar
• Cassidy, S. 2007. “Assessing ‘Inexperienced’ Students’ Ability to Self-Assess: Exploring Links with Learning Style and Academic Personal Control.” Assessment & Evaluation in Higher Education 32 (3): 313–330. doi:10.1080/02602930600896704.
   Google Scholar
• Dochy, F., M. Segers, and D. Sluijsmans. 1999. “The Use of Self-, Peer and Co-Assessment in Higher Education: A Review.” Studies in Higher Education 24 (3): 331–350. doi:10.1080/03075079912331379935.
   Web of Science ®Google Scholar
• Nicol, D., and D. Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218. doi:10.1080/03075070600572090.
   Web of Science ®Google Scholar
• Nicol, D., A. Thomson, and C. Breslin. 2014. “Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1): 102–122. doi:10.1080/02602938.2013.795518.
   Web of Science ®Google Scholar
• Panadero, E. 2016. “Is It Safe? Social, Interpersonal, and Human Effects of Peer Assessment: A Review and Future Directions.” In Handbook of Human and Social Conditions in Assessment, edited by B. Gavin and L. Harris, 247–266. New York: Routledge.
   Google Scholar
• Panadero, E., and J. Alonso-Tapia . 2013. “Self-Assessment: Theoretical and Practical Connotations, When It Happens, How Is It Acquired and What to Do to Develop It in Our Students.” Electronic Journal of Research in Educational Psychology 11 (2):551–576. doi:10.14204/ejrep.30.12200.
   Google Scholar
• Panadero, E., A. Jonsson, and M. Alqassab. 2018. “Providing Formative Peer Feedback: What Do We Know?” In The Cambridge Handbook of Instructional Feedback, edited by A. A. Lipnevich and J. K. Smith, 409–431. Cambridge: Cambridge University Press.
   Google Scholar
• Panadero, E., A. Jonsson, and J. Botella. 2017. “Effects of Self-Assessment on Self-Regulated Learning and Self-Efficacy: Four Meta-Analyses.” Educational Research Review 22: 74–98. doi:10.1016/j.edurev.2017.08.004.
   Web of Science ®Google Scholar
• Reinholz, D. 2016. “The Assessment Cycle: A Model for Learning through Peer Assessment.” Assessment & Evaluation in Higher Education 41 (2): 301–315. doi:10.1080/02602938.2015.1008982.
   Web of Science ®Google Scholar
• Rust, C., M. Price, and B. O’Donovan. 2003. “Improving Students’ Learning by Developing Their Understanding of Assessment Criteria and Processes.” Assessment & Evaluation in Higher Education 28 (2): 147–164. doi:10.1080/02602930301671.
   Google Scholar
• Sargeant, J., H. Armson, B. Chesluk, T. Dornan, K. Eva, E. Holmboe, J. Lockyer, E. Loney, K. Mann, and C. van der Vleuten. 2010. “The Processes and Dimensions of Informed Self-Assessment: A Conceptual Model.” Academic Medicine 85 (7): 1212–1220. doi:10.1097/ACM.0b013e3181d85a4e.
   PubMed Web of Science ®Google Scholar
• Schön, D. A. 1987. Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
   Google Scholar
• Tai, J., R. Ajjawi, D. Boud, P. Dawson, and E. Panadero. 2018. “Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work.” Higher Education 76 (3): 467–481. doi:10.1007/s10734-017-0220-3.
   Web of Science ®Google Scholar
• Taras, M. 2010. “Student Self-Assessment: Processes and Consequences.” Teaching in Higher Education 15 (2): 199–209. doi:10.1080/13562511003620027.
   Web of Science ®Google Scholar
• Taylor, S., M. Ryan, and J. Pearce. 2015. “Enhanced Student Learning in Accounting Utilising Web-Based Technology, Peer-Review Feedback and Reflective Practices: A Learning Community Approach to Assessment.” Higher Education Research & Development 34 (6): 1251–1269. doi:10.1080/07294360.2015.1024625.
   Web of Science ®Google Scholar
• Topping, K. 1998. “Peer Assessment between Students in Colleges and Universities.” Review of Educational Research 68 (3): 249–276. doi:10.3102/00346543068003249.
   Web of Science ®Google Scholar
• Topping, K. 2010. “Peers As A Source of Formative Assessment.” In Handbook of Formative Assessment, edited by H. Andrade and G. Cizek, 61–74. New York: Routledge.
   Google Scholar
• van Gennip, N., M. Segers, and H. Tillema. 2009. “Peer Assessment for Learning from a Social Perspective: The Influence of Interpersonal Variables and Structural Features.” Educational Research Review 4 (1): 41–54. doi:10.1016/j.edurev.2008.11.002.
   Web of Science ®Google Scholar
• Webster, B., and M. Yang. 2012. “Transition, Induction and Goal Achievement: First-Year Experiences of Hong Kong Undergraduates.” Asia Pacific Education Review 13 (2): 359–368. doi:10.1007/s12564-011-9185-6.
   Web of Science ®Google Scholar
• Yan, Z., and G. Brown. 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. doi:10.1080/02602938.2016.1260091.
   Web of Science ®Google Scholar
• Yin, R. 2009. Case Study Research: Design and Methods. 4th ed. Thousand Oaks: SAGE.
   Google Scholar
• Yucel, R., F. Bird, J. Young, and T. Blanksby. 2014. “The Road to Self-Assessment: Exemplar Marking before Peer Review Develops First-Year Students’ Capacity to Judge the Quality of a Scientific Report.” Assessment & Evaluation in Higher Education 39 (8): 971–986. doi:10.1080/02602938.2014.880400.
   Web of Science ®Google Scholar
• Zheng, L., P. Cui, X. Li, and R. Huang. 2018. “Synchronous Discussion between Assessors and Assessees in Web-Based Peer Assessment: Impact on Writing Performance, Feedback Quality, Meta-Cognitive Awareness and Self-Efficacy.” Assessment & Evaluation in Higher Education 43 (3): 500–514. doi:10.1080/02602938.2017.1370533.
   Web of Science ®Google Scholar