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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“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
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“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
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“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).”
BackgroundHandbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509
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Formative Assessment: Assessment Is for Self-regulated Learning
Clark, I. (2012) · Educational Psychology Review · doi:10.1007/s10648-011-9191-6 · Cited by 854
The use of scoring rubrics for formative assessment purposes revisited: A review
Panadero, E., & Jonsson, A. (2013) · Educational Research Review · doi:10.1016/j.edurev.2013.01.002 · Cited by 839
Self-citationQuantitative studies of student self-assessment in higher education: a critical analysis of findings
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Andrade, H., & Valtcheva, A. (2009) · Theory Into Practice · doi:10.1080/00405840802577544 · Cited by 558
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van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.004 · Cited by 536
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Hadwin, A. F., Järvelä, S., & Miller, M. (2015) · Routledge eBooks · doi:10.4324/9780203839010.ch5 · Cited by 509
The Reliability, Validity, and Utility of Self-Assessment
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Jonsson, A. (2013) · Active Learning in Higher Education · doi:10.1177/1469787412467125 · Cited by 414
The future of student self-assessment: a review of known unknowns and potential directions.
Panadero, E., Brown, G. T. L., & Strijbos, J.-W. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9350-2 · Cited by 388
Self-citationSelf and Peer Assessment in School and University: Reliability, Validity and Utility
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Self-citationStudent perspectives on rubric-referenced assessment
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Self-citationPanadero, E., Tapia, J. A., & Martínez, J. A. H. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.04.007 · Cited by 244
Self-citationCo-Regulation of Student Motivation and Emergent Identity
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Self-citationHarris, L. R., & Brown, G. T. L. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.07.008 · Cited by 193 · cited 1×
“A significant number of papers advocate a theoretical relationship between SA and SRL (Lan 1998; Paris and Paris 2001) and even some empirical papers try to establish such a relationship based on teachers’ and students’ perceptions of assessment practices (Harris and Brown 2013; Tan 2012).”
BackgroundRubrics as a way of providing transparency in assessment
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How do students self-regulate? Review of Zimmerman's cyclical model of self-regulated learning
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Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers
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Self-citationStudent self-evaluation, teacher evaluation, and learner performance
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Self-citation
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
Sorted by citations
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
Panadero, E., Jonsson, A., & Botella, J. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.08.004 · Cited by 712
Self-citationA Critical Review of Research on Student Self-Assessment
Andrade, H. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00087 · Cited by 810
The future of student self-assessment: a review of known unknowns and potential directions.
Panadero, E., Brown, G. T. L., & Strijbos, J.-W. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9350-2 · Cited by 388
Self-citationPanadero, E., Andrade, H., & Brookhart, S. (2018) · The Australian Educational Researcher · doi:10.1007/s13384-018-0258-y · Cited by 346
Malecka, B., Boud, D. J., & Carless, D. R. (2020) · Teaching in Higher Education · doi:10.1080/13562517.2020.1754784 · Cited by 236
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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