Professional Literature Summary

Article #2

Bib. Information Gibbs, J.C. & Taylor, J. D. (2016) Comparing student self-assessment to
(APA Formatting): individualized instructor feedback. Active Learning in Higher Education,
17 (2), 111-123. Retrieved from http://journals.sagepub.com.proxy-
wcupa.klnpa.org/doi/pdf/10.1177/1469787416637466

Author(s) Affiliation: Jennifer C. Gibbs - Assistant Professor of Criminal Justice at Penn State
Harrisburg

Jim D. Taylor - Associate Professor of Sociology and Criminology at Ohio

University Zanesville

Type of Resource: This article is a scholarly research study from the journal Active Learning in
(Scholarly Higher Education.
/Trade/Other)

Summary of essential o compared individualized feedback to self-assessment

information: o individualized feedback can be timely
o self-assessment is active and self-directed
o promotes lifelong learners
o Sadler Theory between feedback and student learning
o for feedback to benefit, it must have an end goal, assess work
against criteria, and take action to improve
o students should move from being assessed to assessing with
guidance and examples
use model answers and answer key to promote positivity
and opportunity for assessment
data shows increased performance with access
o study completed shows high performance with self-assessment, yet
students seemed to prefer individualized feedback

Potential relevance to This article is relevant to my research topic because it explains not only how to
your research topic self-assess, but also provides proof as to why teachers like myself should do so.
and study: The authors look past implementation of self-assessment to the benefits,
focusing on the possible pros and cons of both individualized assessment and
self-assessment. Overall, the author found that while students may have
preferred individualized feedback, they performed better when exposed to
model answers using self-assessment, which is what I hope for in my own
classroom.