A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2024-07-16 DOI:10.1080/0969594x.2024.2367027

Ernesto Panadero, Javier Fernández, Leire Pinedo, Iván Sánchez, Daniel García-Pérez

引用次数: 0

Abstract

While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-asses...

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自我反馈模型（SEFEMO）：中学生和大学生的自我评估概况

虽然自我评估是教育研究中一个被广泛探讨的领域，但我们对学生如何进行自我评估，或者换句话说，如何产生自我反馈的了解却相当有限。自我评估...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.