University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorGarcía-Pérez, Daniel
dc.contributor.authorFernández-Ruiz, Javier
dc.contributor.authorFraile, Juan
dc.contributor.authorSánchez Iglesias, Iván
dc.contributor.authorBrown, Gavin T. L.
dc.date.accessioned2025-06-25T10:18:11Z
dc.date.available2025-06-25T10:18:11Z
dc.date.issued2023-09
dc.date.updated2025-06-25T10:18:11Z
dc.description.abstractThis study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor’s written feedback, and rubric feedback plus instructor’s written feedback). Participants, after random assignment to feedback condition, were video-recorded performing a self-assessment on a writing task both before and after receiving feedback. The quality of self-assessment strategies decreased after feedback of all kinds, but the number of strategies increased for the combined feedback condition. The number of self-assessment criteria increased for rubric and combined conditions, while feedback helped shift criteria use from basic to advanced criteria. Student year level was not systematically related to changes in self-assessment after feedback. In general, the combination of rubric and instructor’s feedback produced the best effects.en
dc.description.sponsorshipResearch funded by Fundación BBVA call Investigadores y Creadores Culturales 2015 (project name Transición a la educación superior id. 122500) and by Spanish Ministry of Economy and Competitiveness (Ministerio de Economía y Competitividad) National I+D Call (Convocatoria Excelencia) project reference EDU2016-79714-Pen
dc.identifier.citationPanadero, E., Pérez, D. G., Ruiz, J. F., Fraile, J., Sánchez-Iglesias, I., & Brown, G. T. L. (2023). University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects. European Journal of Psychology of Education, 38(3), 1031-1051. https://doi.org/10.1007/S10212-022-00639-4
dc.identifier.doi10.1007/S10212-022-00639-4
dc.identifier.eissn1878-5174
dc.identifier.issn0256-2928
dc.identifier.urihttp://hdl.handle.net/20.500.14454/3136
dc.language.isoeng
dc.publisherSpringer Science and Business Media B.V.
dc.rights© The Author(s) 2022
dc.subject.otherFeedback effects
dc.subject.otherHigher education
dc.subject.otherRubric
dc.subject.otherSelf-assessment
dc.titleUniversity students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effectsen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage1051
oaire.citation.issue3
oaire.citation.startPage1031
oaire.citation.titleEuropean Journal of Psychology of Education
oaire.citation.volume38
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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