Self-assessment is about more than self: the enabling role of feedback literacy. Issue 7 (3rd October 2022)

• Record Type: Journal Article
• Authors: Yan, Zi; Carless, David
• Is Part Of: Assessment & evaluation in higher education. Volume 47:Issue 7(2022)
• Page Start: 1116
• Page End: 1128
• Publication Date: 2022-10-03
• Subjects: Self-assessment -- feedback literacy -- internal feedback -- feedback seeking; Education, Higher -- Evaluation -- Periodicals; 378
• DOI: 10.1080/02602938.2021.2001431
• Languages: English
• ISSNs: 0260-2938

Abstract

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.