2,242
Views
22
CrossRef citations to date
0
Altmetric
Articles

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

, &
Pages 365-383 | Received 17 Jul 2013, Accepted 22 Apr 2014, Published online: 18 Jun 2014

References

  • Ajzen, I. (2005). Attitudes, personality and behavior (2nd ed.). New York, NY: Open University Press.
  • Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. J. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 90–105). New York, NY: Routledge.
  • Andrade, H., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10(3), 1–11. Retrieved from http://pareonline.net/getvn.asp?v=10&n=3
  • Andrade, H., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17, 199–214. doi:10.1080/09695941003696172
  • Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48, 12–19.10.1080/00405840802577544
  • Beauducel, A., & Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling: A Multidisciplinary Journal, 13, 186–203. doi:10.1207/s15328007sem1302_210.1207/s15328007sem1302_2
  • Black, P., & Harrison, C. (2001). Self- and peer-assessment and taking responsibility: The science student’s role in formative assessment. School Science Review, 83, 43–49.
  • Bollen, K. A. (1989). Structural equations with latent variables. New York: John Wiley & Sons.
  • Borsboom, D. (2006). The attack of the psychometricians. Psychometrika, 71, 425–440. doi:10.1007/s11336-006-1447-610.1007/s11336-006-1447-6
  • Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18, 529–549. doi:10.1007/BF0013874610.1007/BF00138746
  • Boud, D., Lawson, R., & Thompson, D. G. (2013). Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education, 38, 941–956. doi:10.1080/02602938.2013.769198
  • Boud, D., Lawson, R., & Thompson, D. G. (in press). The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns. Higher Education Research and Development.
  • Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 367–393). Thousand Oaks, CA: Sage.10.4135/9781452218649
  • Brown, G. T. L., & Michaelides, M. (2011). Ecological rationality in teachers’ conceptions of assessment across samples from Cyprus and New Zealand. European Journal of Psychology of Education, 26, 319–337. doi:10.1007/s10212-010-0052-310.1007/s10212-010-0052-3
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245–281.10.3102/00346543065003245
  • Cizek, G. J., Fitzgerald, S. M., & Rachor, R. A. (1995). Teachers’ assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3, 159–179. doi:10.1207/s15326977ea0302_310.1207/s15326977ea0302_3
  • Clarke, S. (2005). Formative assessment in the secondary classroom. Abingdon: Hodder Murray.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.10.1037/0033-2909.112.1.155
  • Cowie, B. (2005). Pupil commentary on assessment for learning. Curriculum Journal, 16, 137–151. doi:10.1080/0958517050013592110.1080/09585170500135921
  • Dixon, H. R., Hawe, E., & Parr, J. (2011). Enacting assessment for learning: The beliefs practice nexus. Assessment in Education: Principles, Policy & Practice, 18, 365–379. doi:10.1080/0969594X.2010.526587
  • Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24, 331–350. doi:10.1080/0307507991233137993510.1080/03075079912331379935
  • Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59, 395–430.
  • Fan, X., & Sivo, S. A. (2005). Sensitivity of fit indexes to misspecified structural or measurement model components: Rationale of two-index strategy revisited. Structural Equation Modeling: A Multidisciplinary Journal, 12, 343–367.10.1207/s15328007sem1203_1
  • Fan, X., & Sivo, S. A. (2007). Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research, 42, 509–529.10.1080/00273170701382864
  • Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 471–499). Washington, DC: APA.10.1037/13274-000
  • Goodrich, H. W. (1996). Student self-assessment: At the intersection of metacognition and authentic assessment (Doctoral dissertation). (57), ProQuest Information & Learning, US.
  • Hancock, G. R., Lawrence, F. R., & Nevitt, J. (2000). Type I error and power of latent mean methods and MANOVA in factorially invariant and noninvariant latent variable systems. Structural Equation Modeling: A Multidisciplinary Journal, 7, 534–556. doi:10.1207/S15328007SEM0704_2
  • Harris, L. R., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers’ implementation. Teaching and Teacher Education, 36, 101–111. doi:10.1016/j.tate.2013.07.00810.1016/j.tate.2013.07.008
  • Hewitt, M. P. (2001). The effects of modeling, self-evaluation, and self-listening on junior high instrumentalists’ music performance and practice attitude. Journal of Research in Music Education, 49, 307–322. doi:10.2307/334561410.2307/3345614
  • Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.10.1080/10705519909540118
  • Hunter, D., Mayenga, C., & Gambell, T. (2006). Classroom assessment tools and uses: Canadian English teachers’ practices for writing. Assessing Writing, 11, 42–65.10.1016/j.asw.2005.12.002
  • Ion, G., & Cano, E. (2011). Assessment practices at Spanish universities: From a learning to a competencies approach. Evaluation & Research in Education, 24, 167–181. doi:10.1080/09500790.2011.610503
  • Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130–144.10.1016/j.edurev.2007.05.002
  • Kahn, E. A. (2000). A case study of assessment in a grade 10 English course. The Journal of Educational Research, 93, 276–286. doi:10.1080/0022067000959871910.1080/00220670009598719
  • Klenowski, V. (1995). Student self-evaluation processes in student-centred teaching and learning contexts of Australia and England. Assessment in Education: Principles, Policy & Practice, 2, 145–163.10.1080/0969594950020203
  • Lam, T., & Klockars, A. J. (1982). Anchor point effects on the equivalence of questionnaire items. Journal of Educational Measurement, 19, 317–322.10.1111/jedm.1982.19.issue-4
  • Lasonen, J. (1995). A case study of student self-assessment in upper secondary education. Jyvaskyla: Institute for Educational Research, University of Jyvaskyla.
  • Marsh, H. W., Hau, K.-T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal, 11, 320–341.10.1207/s15328007sem1103_2
  • McDonald, B., & Boud, D. (2003). The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations. Assessment in Education: Principles, Policy & Practice, 10, 209–220.
  • Menard, S. (1995). Applied logistic regression analysis. Thousand Oaks, CA: Sage.
  • Muthén, L. K., & Muthén, B. O. (2010). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén.
  • Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199–218. doi:10.1080/0307507060057209010.1080/03075070600572090
  • Olina, Z., & Sullivan, H. J. (2002). Effects of classroom evaluation strategies on student achievement and attitudes. Educational Technology Research and Development, 50, 61–75.10.1007/BF02505025
  • Panadero, E., & Alonso-Tapia, J. (2013a). Revisión sobre autoevaluación educativa: evidencia empírica de su implementación a través de la autocalificación sin criterios de evaluación, rúbricas y guiones [Review on educational self-assessment: Empirical evidence of its implementation via self-grading without assessment criteria, rubrics and scripts]. Revista de Investigación en Educación [Journal of Research in Education], 11, 172–197.
  • Panadero, E., & Alonso-Tapia, J. (2013b). 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, 551–576. doi:10.14204/ejrep.30.1220010.14204/ejrep
  • Panadero, E., Alonso-Tapia, J., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22, 806–813. doi:10.1016/j.lindif.2012.04.00710.1016/j.lindif.2012.04.007
  • Panadero, E., Alonso-Tapia, J., & Reche, E. (2013). Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers. Studies in Educational Evaluation, 39, 125–132. doi:10.1016/j.stueduc.2013.04.00110.1016/j.stueduc.2013.04.001
  • Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. doi:10.1016/j.edurev.2013.01.00210.1016/j.edurev.2013.01.002
  • Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance, self-efficacy and calibration. Assessment in Education: Principles, Policy & Practice, 21, 133–148. doi:10.1080/0969594X.2013.877872
  • Ramdass, D., & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20, 18–41. doi:10.4219/jaa-2008-869
  • Remesal, A. (2007). Educational reform and primary and secondary teachers’ conceptions of assessment: The Spanish instance, building upon Black and Wiliam (2005). Curriculum Journal, 18, 27–38. doi:10.1080/0958517070129213310.1080/09585170701292133
  • Remesal, A. (2011). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27, 472–482. doi:10.1016/j.tate.2010.09.01710.1016/j.tate.2010.09.017
  • Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 905–947). Washington, DC: AERA.
  • Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment Research & Evaluation, 11. Retrieved from http://pareonline.net/getvn.asp?v=11&n=10
  • Ross, J. A., Hogaboam-Gray, A., & Rolheiser, C. (2002). Student self-evaluation in grade 5–6 mathematics effects on problem-solving achievement. Educational Assessment, 8, 43–58.10.1207/S15326977EA0801_03
  • Sadler, P. M., & Good, E. (2006). The impact of self- and peer-grading on student learning. Educational Assessment, 11(1), 1–31.10.1207/s15326977ea1101_1
  • Sörbom, D. (1974). A general method for studying differences in factor means and factor structure between groups. British Journal of Mathematical and Statistical Psychology, 27, 229–239.
  • Tan, K. H. K. (2012). Student self-assessment. Assessment, learning and empowerment. Singapore: Research Publishing.
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York, NY: Macmillan.
  • Todd, R. W. (2002). Using self-assessment for evaluation. English Teaching Forum, 40, 16–19.
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183. doi:10.3102/0002831207312909

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.