Self-assessment is about more than self: The enabling role of feedback literacy

Zi YAN, David CARLESS

Research output: Contribution to journalArticlespeer-review

Abstract

Both student feedback literacy and self-assessment are crucial for developing self-regulated and lifelong learning in higher education. The relationship between these two concepts is important but as yet understudied. Using self-assessment to develop students’ feedback literacy has been mentioned in relevant literature, but how feedback literacy can facilitate self-assessment practice remains unclear. The purpose of this conceptual article is twofold. First, we articulate the interplay between feedback literacy and self-assessment based on a reframing and integration of the two concepts. Secondly, we unfold the self-assessment process into three steps: (1) determining and applying assessment criteria, (2) self-reflection, and (3) self-assessment judgement and calibration. For each step, we propose a pedagogical principle and recommend feedback practices that facilitate meaningful self-assessment. Implications for learning and teaching in both face-to-face and online learning environments are discussed. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalAssessment & Evaluation in Higher Education
Early online date11 Nov 2021
DOIs
Publication statusE-pub ahead of print - 11 Nov 2021

Citation

Yan, Z., & Carless, D. (2021). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education. Advance online publication. doi: 10.1080/02602938.2021.2001431

Keywords

  • Self-assessment
  • Feedback literacy
  • Internal feedback
  • Feedback seeking

Fingerprint

Dive into the research topics of 'Self-assessment is about more than self: The enabling role of feedback literacy'. Together they form a unique fingerprint.