Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation

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Student Self-assessment

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Validation of a Subject-Specific Student Self-Assessment Practice Scale (SaPS) Among Secondary School Students in the Philippines

Mendoza, N. B., & Yan, Z. (2021) · Journal of Psychoeducational Assessment · doi:10.1177/0734282921994374 · Cited by 17 · see citing works

Design and development of an online formative peer assessment environment with instructional scaffolds

Alemdağ, E., & Yıldırım, Z. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10115-x · Cited by 19 · see citing works

The effects of using analytical rubrics in peer and self-assessment on EFL students’ writing proficiency: a Vietnamese contextual study

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How teams learn to regulate collaborative processes with technological support

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Self-Assessment for Learning in Vocational Education and Training

Panadero, E., Garcia, D., & Fraile, J. (2018) · Springer eBooks · doi:10.1007/978-3-319-49789-1_85-1 · Cited by 16 · see citing works

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

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Measuring Halliwick Foundation course students' perceptions of case-based learning, assessment and transfer of learning

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Peer Assessment and Video Feedback for Fostering Self, Co, and Shared Regulation of Learning in a Higher Education Language Classroom

Bernard, R. C., & Kermarrec, G. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.732094 · Cited by 27 · see citing works

Peer assessment use, its social nature challenges and perceived educational value: A teachers’ survey study

Rotsaert, T., Panadero, E., & Schellens, T. (2018) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2018.07.001 · Cited by 14 · see citing works

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

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Web-Based Peer Assessment Platforms: What Educational Features Influence Learning, Feedback and Social Interaction?

Ocampo, J. C. G., & Panadero, E. (2023) · Social interaction in learning and development · doi:10.1007/978-3-031-29411-2_8 · Cited by 17 · see citing works

Classroom assessment as a reciprocal practice to develop students’ agency: A social cognitive perspective

Fletcher, A. K. (2018) · Assessment Matters · doi:10.18296/am.0032 · Cited by 13 · see citing works

The relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education: An integrative review

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Relationship Between Perceived Parental Academic Expectations and Students' Self-Regulated Learning Ability: A Cross-Sectional Study

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Ensuring learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement

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Exploring Chinese university EFL students’ perceptions of formative assessment: A qualitative study

Yan, Q. (2024) · System · doi:10.1016/j.system.2024.103391 · Cited by 13 · see citing works

Peer editing using shared online documents: the effects of comments and track changes on student L2 academic writing quality

Costley, J., Zhang, H., Courtney, M. G. R., Shulgina, G., Baldwin, M., & Fanguy, M. (2023) · Computer Assisted Language Learning · doi:10.1080/09588221.2023.2233573 · Cited by 11 · see citing works

Teachers’ practices in science learning environments and their use of formative and summative assessment tasks

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Self-assessment as a student-agentic zone of proximate competence development

Fletcher, A. K. (2022) · Educational Review · doi:10.1080/00131911.2022.2103520 · Cited by 12 · see citing works

Exploring student teachers’ perceptions of assessment ethics across university-based teacher education programs in Iran

Bazvand, A. D. (2023) · Language Testing in Asia · doi:10.1186/s40468-022-00205-1 · Cited by 12 · see citing works

Unlocking writing success: Building assessment literacy for students and teachers through effective interventions

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Self-Assessment in English Language Teaching and Learning in the Current Decade (2010-2020): A Systematic Review

Hosseini, M., & Nimehchisalem, V. (2021) · Open Journal of Modern Linguistics · doi:10.4236/ojml.2021.116066 · Cited by 15 · see citing works

Beyond diversity, equity, and inclusion: Designing spaces that empower youth

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Improvement in the quality of feedback as an indication of the development of evaluative judgement

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Using rubrics to improve the assessment lifecycle: a case study

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Self-Directed Learning: An imperative for education in a complex society

Bailey, R., Bergamin, P. B., Blignaut, J. H., Chahine, I., Beer, J. J. D., Dhakulkar, A., Dudu, W. T., du Toit-Brits, C., Fleisher, S. C., Jagals, D., et al. (2021) · NWU self-directed learning series · doi:10.4102/aosis.2021.bk279 · Cited by 15 · see citing works

Self-Assessment for Learning in Vocational Education and Training

Panadero, E., Garcia, D., & Fraile, J. (2019) · Springer eBooks · doi:10.1007/978-3-319-94532-3_85 · Cited by 9 · see citing works

A Heuristic Assessment Framework for the Design of Self-Regulated Learning Technologies

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Peer feedback for teaching professional development: conditions for it to take effect

Cano, E. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2391577 · Cited by 8 · see citing works

Online peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education

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Automated feedback complements online dialogic peer feedback: fostering L2 writers’ feedback quality and self-regulatory writing strategy use

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Peer feedback that consistently supports learning to write and read: providing comments on meaning-level issues

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Diseño de tareas para promover aprendizaje autorregulado en la universidad

Serrano, M. V. (2020) · Educación y Educadores · doi:10.5294/edu.2020.23.2.6 · Cited by 8 · see citing works

Australia’s National Assessment Programme rubrics: An impetus for self-assessment?

Fletcher, A. K. (2020) · Educational Research · doi:10.1080/00131881.2020.1850207 · Cited by 10 · see citing works

Opening Pandora’s Box: How Does Peer Assessment Affect EFL Students’ Writing Quality?

Meletiadou, E. (2021) · Languages · doi:10.3390/languages6030115 · Cited by 9 · see citing works

Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

Braund, H., DeLuca, C., Panadero, E., & Cheng, L. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.732373 · Cited by 8 · see citing works

Assessment and the regulation of learning

Allal, L. K. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.09017-5 · Cited by 8 · see citing works

Construction of a Software Development Model for Managing Final Year Projects in Information Technology Programmes

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Effects of providing EFL learners with additional online and face‐to‐face practise opportunities to promote active learning in higher education

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Peer- and self-assessment in collaborative online language-learning tasks: the role of modes and phases of regulation of learning

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Diseño y Validación de un Cuestionario de Percepción del Aprendizaje a través del Feedback entre Iguales en Educación Superior

Martí, A. S., Moreno, J. L. M., & Ion, G. (2019) · Revista Iberoamericana de Diagnóstico y Evaluación - e Avaliação Psicológica · doi:10.21865/ridep53.4.09 · Cited by 7 · see citing works

Doctoral students’ perceptions of assessment ethics: a phenomenological approach in the context of Iran

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Implementing gamification within interprofessional learning: perspectives of Higher Education staff and students

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The impact of reflective practices on student learning in remote internships during COVID 19 pandemic: a qualitative study

Bhuwandeep (2022) · Reflective Practice · doi:10.1080/14623943.2022.2064446 · Cited by 6 · see citing works

Procesos de auto-evaluación y co-evaluación en Educación Física. Una revisión sistemática

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Avaliação formativa e autorregulação da aprendizagem no ensino superior

Alvés, I. P., Faria, I., & Pereira, J. L. (2022) · Revista Internacional de Educação Superior · doi:10.20396/riesup.v9i00.8668636 · Cited by 6 · see citing works

How assessment for learning promotes self-regulation, co-regulation and shared regulation

Panadero, E., Jönsson, A., & Strijbos, J.-W. (2015)

Assessment Strategies in Empowering Self-Regulated Learning in Higher Education

Zakaria, Z., & Latif, A. B. A. (2023) · Advances in higher education and professional development book series · doi:10.4018/978-1-6684-6076-4.ch018 · Cited by 1 · see citing works

Setting formative assessments in real-world contexts to facilitate self-regulated learning

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Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks

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Using Self-Regulated Learning (SRL) Assessment Data to Promote Regulatory Engagement in Learning and Performance Contexts

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