Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

The effects of relevant factors related to self-assessment have not been systematically investigated. We explored four factors and their effects on self-assessment and self-efficacy: (1) feedback (with vs without), (2) subject matter (Spanish vs mathematics), (3) year level (K7 vs K10 vs K11), and (...

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Detalles Bibliográficos
Autores: Panadero, Ernesto, Fernández Ruiz, Javier, Sánchez Iglesias, Iván
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/733340
Acceso en línea:https://hdl.handle.net/10486/733340
https://dx.doi.org/10.1080/0969594X.2020.1835823
Access Level:acceso abierto
Palabra clave:self-assessmen
subjectmatter
feedback effects
developmental effects
gender effects
Psicología
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spelling Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and genderPanadero, ErnestoFernández Ruiz, JavierSánchez Iglesias, Ivánself-assessmensubjectmatterfeedback effectsdevelopmental effectsgender effectsPsicologíaThe effects of relevant factors related to self-assessment have not been systematically investigated. We explored four factors and their effects on self-assessment and self-efficacy: (1) feedback (with vs without), (2) subject matter (Spanish vs mathematics), (3) year level (K7 vs K10 vs K11), and (4) gender. The participants included 64 secondary education students who self-assessed during a set of Spanish and mathematics activities while being video-recorded. Data came from think-aloud protocols, direct observations, and self-reported instruments. The use of self-assessment strategies and criteria was more frequent and advanced without feedback and in females. There were differences in the self-assessment of Spanish and mathematics. As for year level, results showed more similarities than expected, though the use of advanced strategies and criteria varied across levels. Additionally, none of the factors had significant effects on self-efficacy. This study opens a new avenue for self-assessment research, unveiling the black box of self-assessmentThis work was supported by the Fundación BBVA [122500]; Secretaría de Estado de Investigación, Desarrollo e Innovación [EDU2016-79714-P, RYC-2013-13469]Taylor and FrancisDepartamento de Psicología Evolutiva y de la EducaciónFacultad de PsicologíaGobierno de España20202020-10-30research articlehttp://purl.org/coar/resource_type/c_2df8fbb1AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10486/733340https://dx.doi.org/10.1080/0969594X.2020.1835823reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7333402026-06-23T12:46:27Z
dc.title.none.fl_str_mv Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
title Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
spellingShingle Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
Panadero, Ernesto
self-assessmen
subjectmatter
feedback effects
developmental effects
gender effects
Psicología
title_short Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
title_full Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
title_fullStr Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
title_full_unstemmed Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
title_sort Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender
dc.creator.none.fl_str_mv Panadero, Ernesto
Fernández Ruiz, Javier
Sánchez Iglesias, Iván
author Panadero, Ernesto
author_facet Panadero, Ernesto
Fernández Ruiz, Javier
Sánchez Iglesias, Iván
author_role author
author2 Fernández Ruiz, Javier
Sánchez Iglesias, Iván
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Evolutiva y de la Educación
Facultad de Psicología
Gobierno de España
dc.subject.none.fl_str_mv self-assessmen
subjectmatter
feedback effects
developmental effects
gender effects
Psicología
topic self-assessmen
subjectmatter
feedback effects
developmental effects
gender effects
Psicología
description The effects of relevant factors related to self-assessment have not been systematically investigated. We explored four factors and their effects on self-assessment and self-efficacy: (1) feedback (with vs without), (2) subject matter (Spanish vs mathematics), (3) year level (K7 vs K10 vs K11), and (4) gender. The participants included 64 secondary education students who self-assessed during a set of Spanish and mathematics activities while being video-recorded. Data came from think-aloud protocols, direct observations, and self-reported instruments. The use of self-assessment strategies and criteria was more frequent and advanced without feedback and in females. There were differences in the self-assessment of Spanish and mathematics. As for year level, results showed more similarities than expected, though the use of advanced strategies and criteria varied across levels. Additionally, none of the factors had significant effects on self-efficacy. This study opens a new avenue for self-assessment research, unveiling the black box of self-assessment
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-10-30
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10486/733340
https://dx.doi.org/10.1080/0969594X.2020.1835823
url https://hdl.handle.net/10486/733340
https://dx.doi.org/10.1080/0969594X.2020.1835823
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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