The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.
Formative Assessment: Assessment Is for Self-regulated Learning
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
A Dynamic Theory of Organizational Knowledge Creation
Nonaka, I. (1994) · Organization Science · doi:10.1287/orsc.5.1.14 · Cited by 17,809 · cited 1×
“…is discussed in detail later in this paper and is a central theme in SRL as emphasized in the Japanese literature on organizational innovation (Nonaka 1994; Nonaka and Takeuchi 1995); applied to US military and university settings (Matthew and Sternberg 2009) and as a key feature of global…”
BackgroundHattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197 · cited 6×
“Perceived self-efficacy Self-regulated students exhibit a strong sense of perceived self-efficacy (Bandura 1994, 1997; ARG 1999; Zimmerman 2000, 2002; OECD 2005).”
BackgroundInfluentialAssessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 16×
“…and support learning through the co-construction of more powerful meta-cognitive strategies (Bandura 1986, 1994, 1997; Zimmerman and Pons 1986; Frederiksen and Collins 1989; Butler and Winne 1995; Zimmerman 2000; Brophy 2004; Sampson 2004; Harlen 2006; Black and Wiliam 1998a, b, 2006, 2009).”
BackgroundInfluentialPerceived self-efficacy in cognitive development and functioning
Bandura, A. (1993) · Educational Psychologist · doi:10.1207/s15326985ep2802_3 · Cited by 7,655
REMEMBERING: A STUDY IN EXPERIMENTAL AND SOCIAL PSYCHOLOGY
Bartlett, F. C., & Burt, C. (1933) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1933.tb02913.x · Cited by 7,475
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
The cultural nature of human development
(2003) · Choice Reviews Online · doi:10.5860/choice.41-1244 · Cited by 5,250
Cited by
The power of internal feedback: Exploiting natural comparison processes
Nicol, D. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1823314 · Cited by 402
“Internal feedback and learner self-regulation Researchers who view internal feedback as integral to learner self-regulation usually take as their starting point Butler and Winne (1995) seminal review (e.g. Clark 2012; Winstone and Carless 2019; Panadero, Andrade, and Brookhart 2018).”
BackgroundPanadero, E., Andrade, H., & Brookhart, S. (2018) · The Australian Educational Researcher · doi:10.1007/s13384-018-0258-y · Cited by 346
Zhu, M., Liu, O. L., & Lee, H.-S. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103668 · Cited by 229
Panadero, E., Jonsson, A., & Strijbos, J.-W. (2016) · The Enabling Power of Assessment · doi:10.1007/978-3-319-39211-0_18 · Cited by 212
Van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., & Eggen, T. J. H. M. (2015) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2014.999024 · Cited by 135
Webb-Williams, J. (2018) · Research in Science Education · doi:10.1007/s11165-016-9592-0 · Cited by 94
Wang, D., & Han, H. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12502 · Cited by 77
An Educational System for Learning Search Algorithms and Automatically Assessing Student Performance
Grivokostopoulou, F., Perikos, I., & Hatzilygeroudis, I. (2017) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-016-0116-x · Cited by 71
Teng, L. S. (2022) · Assessing Writing · doi:10.1016/j.asw.2022.100645 · Cited by 70
Weber, F., Wambsganss, T., & Söllner, M. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13529 · Cited by 42
Brummer, L., de Boer, H., Mouw, J. M., & Strijbos, J.-W. (2024) · Learning Environments Research · doi:10.1007/s10984-024-09501-4 · Cited by 25
Tang, L., Shen, K., Le, H., Shen, Y., Tan, S., Zhao, Y., Juelich, T., Li, X., Gašević, D., & Fan, Y. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13036 · Cited by 25
The impact of feedback on metacognition: Enhancing in easy tasks, impeding in difficult ones
Luo, T., & Liu, C. (2023) · Consciousness and Cognition · doi:10.1016/j.concog.2023.103601 · Cited by 15
A Three-Step Approach to Shift from Assessment Integrity to Assurance of Learning in the Age of AI
Thite, S. D., Danish, N., Florez, G. O., & Rougieux, F. (2024) · 2024 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) · doi:10.1109/weef-gedc63419.2024.10854944 · Cited by 3
Feedback in Writing Portfolio Assessment
Lam, R. (2018) · SpringerBriefs in Education · doi:10.1007/978-981-13-1174-1_5 · Cited by 2
Chapter 1: Problem-based learning: A 21st-century teaching and learning strategy
Research Unit Self-Directed Learning, F. O. E., Golightly, A., Sebatana, M. J., & School of Mathematics, S. A. T. E. (2023) · NWU Self-Directed Learning Series · doi:10.4102/aosis.2023.bk409.01 · Cited by 1
Metadata
- Authors
- Clark, I.
- Venue
- Educational Psychology Review
- Published
- 2012-01-04
- Volume
- 24
- Issue
- 2
- Pages
- 205-249
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W1991564778
- Cited by
- 688
- References
- 31
- FWCI
- 109.61
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
