Cited by 212Student Assessment and FeedbackInnovative Teaching and Learning MethodsEducational and Psychological Assessments

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

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Panadero, Ernesto, Jonsson, Anders, Strijbos, Jan-Willem·2016·The Enabling Power of Assessment

DOI 10.1007/978-3-319-39211-0_18

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Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2×
“In their review of classroom assessment, Black and Wiliam (1998) explicitly connected SRL to classroom assessment and formative assessment practices, thus laying the foundation for what was later to become known as AfL.”
Background
Attaining Self-Regulation
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Formative assessment and self-regulated learning: A model and seven principles of good feedback practice
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Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Handbook of Self-Regulation of Learning and Performance
Schunk, D. H. (2011) · Routledge eBooks · doi:10.4324/9780203839010 · Cited by 2,191
Peer Assessment between Students in Colleges and Universities
Topping, K. (1998) · Review of Educational Research · doi:10.2307/1170598 · Cited by 2,173
Handbook of Self-Regulation of Learning and Performance
(2017) · Routledge eBooks · doi:10.4324/9781315697048 · Cited by 1,977
Self-Regulated Learning and Academic Achievement
Zimmerman, B. J., & Schunk, D. H. (1989) · Springer series in cognitive development · doi:10.1007/978-1-4612-3618-4 · Cited by 1,926
The use of scoring rubrics: Reliability, validity and educational consequences
Jonsson, A., & Svingby, G. (2007) · Educational Research Review · doi:10.1016/j.edurev.2007.05.002 · Cited by 1,509 · cited 1×
“A particular branch of AfL research emphasizing the need for clear criteria is research on scoring rubrics used by students (Jonsson and Svingby 2007; Panadero and Jonsson 2013).”
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Panadero, E., & Brown, G. T. L. (2015). Higher education teachers’ assessment practices: Formative espoused but not yet fully implemented. Paper presented at the Fifth Assessment in Higher Education Conference 2015, Birmingham, (UK).
van Zundert, M. (2012). Conditions of peer assessment for complex learning (Doctoral dissertation, Maastrich University).
Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement. New York: Lawrence Erlbaum Associates.

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Authors: Panadero, E., Jonsson, A., & Strijbos, J.-W.
Affiliations: Universidad Autónoma de Madrid (ES)
Ludwig-Maximilians-Universität München (DE)
Corresponding author: Panadero, Ernesto
ORCID: Panadero, Ernesto
Strijbos, Jan-Willem
Venue: The Enabling Power of Assessment
Publisher: Springer International Publishing
Published: 2016
Pages: 311-326
ISSN: 2198-2643 (ISSN-L)
2198-2651
DOI: 10.1007/978-3-319-39211-0_18
OpenAlex: W2498357864
Cited by: 212
References: 58
Citations by year: 2026: 13 · 2025: 24 · 2024: 30 · 2023: 28 · 2022: 37 · 2021: 31 · 2020: 13 · 2019: 13 · 2018: 13 · 2017: 8 · 2016: 1
FWCI: 62.56
Type: book chapter
Language: en
Open access: green
figshare.com
Licence: cc-by
www.springer.com/tdm (unspecified)
Locations: The enabling power of assessment (publishedVersion)
Figshare (submittedVersion, cc-by)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords: student self-regulation, self-assessment, peer assessment, assessment for learning, formative assessment, student participation in assessment, feedback, co-regulation, teacher mediation, rubrics

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

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