Ernesto Panadero, Javier Fernández, Leire Pinedo, Iván Sánchez, Daniel García-Pérez
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A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles
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...
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.
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