Dixon, H., Hawe, E., & Hamilton, R. (2020) The case for using exemplars to develop academic self-efficacy, Assessment & Evaluation in Higher Education, 45(3), 460-471, DOI: 10.1080/02602938.2019.1666084

Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69-76.

Gielen, S., Dochy, F., & Onghena, P. (2011). An inventory of peer assessment diversity. Assessment & Evaluation in Higher Education, 36(2), 137-155

Harris, R. H., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education, 36, 101-111. doi:10.1016/j.tate.2013.07.008

Hoo, H-T., Tan, K. H. K., & Deneen, C. C. (2020) Negotiating self- and peer-feedback with the use of reflective journals: an analysis of undergraduates’ engagement with feedback, Assessment & Evaluation in Higher Education, 45(3), 431-446, DOI: 10.1080/02602938.2019.1665166

Hughes, G. (2014). Ipsative assessment - Motivation through marking progress. Basingstoke: Palgrave Macmillan.

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Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical considerations. When it happens, how is it acquired, and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551-576.

Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2015). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803-830. doi:10.1007/s10648-015-9350-2

Panadero, E., & Brown, G. T. L. (2016). Teachers' reasons for using peer assessment: Positive experience predicts use. European Journal of Psychology of Education, 32(1), 133-156. doi:10.1007/s10212-015-0282-5

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Stiggins, R. (2007). Assessment through the students’ eyes. Educational Leadership, 64(8), 22-26.

Tan, K., & Wong, H. (2018). Assessment feedback in primary schools in Singapore and beyond. In A. Lipnevich & J. Smith (Eds.), The Cambridge Handbook of Instructional Feedback (Cambridge Handbooks in Psychology, pp. 123-144). Cambridge: Cambridge University Press. doi:10.1017/9781316832134.008

Taras, M. (2010). Student self-assessment: Processes and consequences. Teaching in Higher Education, 15(2), 199-209.

Wong, H. M. (2016). I can assess myself: Singaporean primary students’ and teachers’ perceptions of students’ self-assessment ability. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 44(4), 442-457.

Deneen, C. C. (2014). How good am I? Self-evaluation in an examination culture. In J. Curry & P. Hanstedt (Eds.) Reading Hong Kong reading ourselves (pp. 230-249). Hong Kong: City University of Hong Kong Press.

Deneen, C. C. and Shroff R. (2014). Understanding Successes and Difficulties in Program-Level Eportfolios: A Case Study of Two Professional Degree Programs, Review of Higher Education and Self-Learning, 7(24), 145-160.

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Hoo, H. T., Tan, K., & Deneen, C. (2019). Negotiating self-and peer-feedback with the use of reflective journals: an analysis of undergraduates’ engagement with feedback. Assessment & Evaluation in Higher Education, 1-16. https://doi.org/10.1080/02602938.2019.1665166

Self- and peer-feedback are commonly used in higher education, and in most cases, it is assumed that students will engage with the feedback. There is, however, limited systematic exploration of how students use the feedback. This study proposes a structured reflective journal for students to engage with both self- and peer-feedback in the context of teamwork competencies. In total, 519 undergraduates’ self- and peer-ratings and feedback and a matching number of reflective journals were coded for how students internally negotiate self- and peer-feedback on teamwork competencies. The analysis of ratings shows upward trajectories of self- and peer-ratings over time, and the analysis of journals suggests students were more effective in building their teamwork competencies when they negotiate their experiences by giving attention to positive affect, goal intention and performance. These findings highlight the importance of priming students to be reflective of self- and peer-feedback via a written and codified reflective journal.

Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69-76.

The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning self-regulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.

Panadero, E., & Brown, G. T. (2017). Teachers’ reasons for using peer assessment: positive experience predicts use. European Journal of Psychology of Education, 32(1), 133-156.

Peer assessment (PA) is one of the central principles of formative assessment and assessment for learning (AfL) fields. There is ample empirical evidence as to the benefits for students’ learning when AfL principles are implemented. However, teachers play a critical role in mediating the implementation of intended policies. Hence, their experiences, beliefs, and attitudes towards PA are important factors in determining whether the policy is actually carried out. A survey of over 1500 primary, secondary, and higher education teachers in Spain elicited their beliefs and values around PA as well as other aspects of formative assessment; only 751 teachers provided complete responses to all PA items. Teachers reported occasional use of PA in their classrooms but with positive experience of it. The vast majority did not use anonymous forms of PA and half of the teachers considered the students were accurate when assessing peers. Confirmatory factor analysis and structural equation modeling were used to examine relationships of attitudes and beliefs to self-reported frequency of using of PA. The self-reported frequency of using PA was strongly predicted by teacher experience of PA which included positive reasons for using PA, rather than negative obstacles for avoiding, prior use, and beliefs that students should participate in assessment, and willingness to include PA in grading.

Wong, H. M. (2017). Implementing self-assessment in Singapore primary schools: effects on students’ perceptions of self-assessment. Pedagogies: An International Journal, 12(4), 391-409.

Student academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students’ perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-posttest design, involved 146 Primary 4 (aged 10) students with 75 students being taught the use of self assessment (intervention group) and 71 students who did not receive any training (comparison group). Data was collected using a Self-Assessment Questionnaire (SAQ), wherein the students reported on the domains of Knowledge Application, Independent Learning, Communication and Motivation. The results revealed an improvement in the intervention students’ perceptions towards self-assessment after the use of self-assessment and there were differences between the intervention students and the comparison students. The findings and the implications for students will be discussed in the article.

Panadero, E., Brown, G., & Strijbos, J-W. (2015). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review.

This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/ curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students’ expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students’ expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field.

Wong, H.M. (2014): I can assess myself: Singaporean primary students' and teachers' perceptions of students' self-assessment ability, Education 3-13: International Journal of Primary, Elementary and Early Years Education, DOI: 10.1080/03004279.2014.982672

Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students’ self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen students’ self-assessments were randomly selected and compared with an independent panel of teachers’ assessment. The results revealed both differences as well as similarities between the students’ and teachers’ perceptions of students’ self-assessment ability. The findings and the implications for students are discussed in concluding the article.