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Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback

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  • معلومة اضافية
    • بيانات النشر:
      Taylor & Francis
    • الموضوع:
      2023
    • Collection:
      Universidad Complutense de Madrid (UCM): E-Prints Complutense
    • الموضوع:
      37; 378
    • نبذة مختصرة :
      Referencias bibliográficas: • Andrade, H. (2018). Feedback in the context of self-assessment. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback (pp. 376–408). Cambridge University Press. • Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment & Evaluation in Higher Education, 32 (2), 159–181. https://doi.org/10.1080/02602930600801928 • Andrade, H. L., Wang, X., Du, Y., & Akawi, R. L. (2009). Rubric-referenced self-assessment and self-efficacy for writing. The Journal of Educational Research, 102 (4), 287–302. https://doi.org/10.3200/JOER.102.4.287-302 • Azevedo, R., Taub, M., & Mudrick, N. V. (2018). Understanding and reasoning about real-time cognitive, affective, and metacognitive processes to foster self-regulation with advanced learning technologies. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 254–270). Routledge. • Barnett, J. E., & Hixon, J. E. (1997). Effects of grade level and subject on student test score predictions. The Journal of Educational Research, 90 (3), 170–174. https://doi.org/10.1080/00220671.1997.10543773 • Boud, D. (1995). Assessment and learning: contradictory or complementary ? In P. Knight (Ed.), Assessment for learning in Higher Education (pp. 35–48). Kogan Page. • Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67 (3), 343–368. https://doi.org/10.1080/00131911.2014.929565 • Brown, G., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan, (Ed.), SAGE handbook of research on classroom assessment (pp. 367–393). SAGE. • Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3, 22–30. https://doi.org/10.14786/flr.v2i1.24 • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical ...
    • File Description:
      application/pdf
    • ISSN:
      0144-3410
      1469-5820
    • Relation:
      EDU2016-79714-P; https://hdl.handle.net/20.500.14352/101650; Panadero, E., García-Pérez, D., Fernández-Ruiz, J., Fraile, J., Sánchez-Iglesias, I., & Brown, G. T. (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, 43(7), 756-779. https://doi.org/10.1080/01443410.2023.2254015; https://produccioncientifica.ucm.es/documentos/651014980058624993e2cb9e
    • الرقم المعرف:
      10.1080/01443410.2023.2254015
    • Rights:
      Attribution-NonCommercial-NoDerivatives 4.0 International ; http://creativecommons.org/licenses/by-nc-nd/4.0/ ; embargoed access
    • الرقم المعرف:
      edsbas.B19DE7C4