External feedback from supervisors, tutors, and peers supports students' completion and accuracy of self-assessment, with high achievers more likely to use tutor feedback¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students perceived lack of formative supervisor feedback as a barrier to completing self-assessment. → Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan 2023 q2 i? High-achieving students preferred tutor feedback and used it more during self-assessment than low achievers. → Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan 2023 (2)

Evidence¶

Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan 2023¶

Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan. (2023). A Systematic Review on Students' Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09799-1

q2 · i? · review · r3

Review synthesis of five studies on external feedback for implementation: students saw missing supervisor feedback as a barrier, and feedback from teachers "also increased the accuracy of self-assessment" per the review, citing Rees and Shepherd (2005).

"From the students' perspective, it is a barrier for them to complete a self-assessment with- out formative feedback from their supervisors."

Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan 2023 (2)¶

Zi Yan · Ernesto Panadero · Xiang Wang · Ying Zhan. (2023). A Systematic Review on Students' Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09799-1

q2 · i? · review · r2

The review reports, citing Orsmond and Merry (2013), that "high-achieving students preferred tutor feedback and were more likely to use it during self-assessment" than low achievers; peer feedback and e-feedback were also reported as helpful.

"Compared to low achiev - ers, high-achieving students preferred tutor feedback and were more likely to use it during self-assessment (23)."

Discussion¶

Related Claims¶

• Tutors and trainee researchers most value supportive attitude, mastery of the research field, and accessibility in a research project supervisor — related
• Implementation of the TPI procedure reached only one tutor-trainee pair out of nine potential tutors, though participants assessed it positively — related
• Research project supervision styles can be differentiated by degree of supervisory control and degree of support, yielding five distinct styles — related
• The student-tutor relationship alone is judged insufficient: peer mixing and virtual communities are needed to counter isolation in online research supervision — related
• Practice and training, external feedback, use of instruments, and environmental support facilitate students' implementation of self-assessment — related