The DOI matches its Crossref record; 57 of the 58 references it cites were found in a registry or an index.
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation
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In the citing paper
“Providing students with examples of both high-quality and lower-quality peer assessments can help them better understand how to apply rubrics effectively (Panadero et al., 2016).”
From Exploring the experiences of social loafing in group work among online psychology students (2025) · cites this paper as Panadero et al., 2016
In the citing paper
“Panadero et al. (2016) also advise the use of group charter template to facilitate a safe group environment.”
From Exploring the experiences of social loafing in group work among online psychology students (2025) · cites this paper as Panadero et al. (2016)
In the citing paper
“Panadero et al. (2016) noted that peer assessments are most effective when students are given clear, objective criteria to follow.”
From Exploring the experiences of social loafing in group work among online psychology students (2025) · cites this paper as Panadero et al. (2016)
Citations
Cites
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.”
BackgroundZimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Feedback and Self-Regulated Learning: A Theoretical Synthesis
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).”
Background
Research works printed but not linked: 3
- 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.
Cited by
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Items 101–101 of 101
Exploring the experiences of social loafing in group work among online psychology students
Puccini, O., & Newell, S. (2025) · Journal of University Teaching and Learning Practice · doi:10.53761/dqvkp589 · Cited by 1
“Panadero et al. (2016) also advise the use of group charter template to facilitate a safe group environment.”
Influential
Metadata
- Authors
- Panadero, E., Jonsson, A., & Strijbos, J.-W.
- Affiliations
- Universidad Autónoma de Madrid (ES)
- Ludwig-Maximilians-Universität München (DE)
- Corresponding author
- Panadero, Ernesto
- Venue
- The Enabling Power of Assessment
- Publisher
- Springer International Publishing
- Published
- 2016
- Pages
- 311-326
- ISSN
- 2198-2643 (ISSN-L)
- 2198-2651
- 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
- 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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