Turning Self-Assessment into Self-Feedback
Turning Self-Assessment into Self-Feedback
复制标题
将自我评估转变为自我反馈
DOI：
10.1007/978-3-030-25112-3_9
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
J. Broadbent
中科院分区：
文献类型：
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作者：
E. Panadero;A. Lipnevich;J. Broadbent
本章建议将自我评估的概念转移到自我反馈的概念上，其最终目标是让学生产生并寻找反馈，以缩小他们当前和期望表现之间的差距。我们提出了实现自我反馈的六个主要途径：(a)明确自我评估的隐性方面以纠正自我偏见，(b)从评分准确性转向内容准确性，(c)使用发展方法：实践/专业知识的力量，(d)将自我反馈与自我调节学习联系起来，(e)探索个人特征和人际变量的作用，以及(f)将自我反馈锚定在评估性判断上。将特定任务的观点转变为长期学习。此外，本文还分析了自我反馈对学习的影响。
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.