Abstract
This chapter proposes moving our conceptualization of self-assessment to that of self-feedback, in which the final goal is for students to produce and search for feedback to close the gap between their current and desired performance. We propose six main venues to achieve self-feedback: (a) making the implicit aspects of self-assessment explicit to correct for self-bias, (b) shifting from scoring accuracy to content accuracy, (c) using a developmental approach: the power of practice/expertise, (d) connecting self-feedback and self-regulated learning, (e) exploring the role of individual characteristics and interpersonal variables and (f) anchoring self-feedback to evaluative judgment: changing the view from task-specific to long-term learning. Additionally, the impact of self-feedback on learning is analyzed.
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Panadero, E., Lipnevich, A., Broadbent, J. (2019). Turning Self-Assessment into Self-Feedback. In: Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25112-3_9
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DOI: https://doi.org/10.1007/978-3-030-25112-3_9
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