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
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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
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A Dynamic Theory of Organizational Knowledge Creation
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“…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…”
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Becoming a Self-Regulated Learner: An Overview
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“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
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The cultural nature of human development
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Formative assessment and the design of instructional systems
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Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301 · cited 23×
“It is clear that an important function of the “formative interaction” (Black and Wiliam 2009, p. 11) is to make the experiential tacit knowledge that is ‘hidden’ within the learner transparent, explicit and available (cf. Polanyi).”
BackgroundInfluentialA Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Pintrich, P. R. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0006-x · Cited by 3,269
The Role of Assessment in a Learning Culture
Shepard, L. A. (2000) · Educational Researcher · doi:10.3102/0013189x029007004 · Cited by 2,161 · cited 8×
“…et al. 2002; Putney and Broughton 2011), positive social interdependence (Johnson and Johnson 1975, 1998; Barron 2000;Mercer; 2004; Putney and Broughton 2011) and the circulation of transparent formative feedback among learners (Frederiksen and Collins 1989; Shepard 2000; Black andWiliam 2009).”
BackgroundInfluentialCultural Ways of Learning: Individual Traits or Repertoires of Practice
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On Distinguishing Epistemic from Pragmatic Action
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“The process of active agency is well expressed by Kirsh and Maglio (1995), who use the term “epistemic actions”, i.e., conscious self-regulatory actions, such as social interaction (e.g., discourse) and environmental structuring (e.g., adjusting noise or temperature), allowing individuals to access…”
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Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems.
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“Bandura and Cervone (1983) found that the increase in effortful behavior following feedback on substandard performance is greater for individuals who are high in conation and selfefficacy than in their non-self-regulated counterparts.”
BackgroundFormative assessment: a critical review
Bennett, R. E. (2011) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2010.513678 · Cited by 1,498
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Measuring Self-Regulated Learning
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“Winne and Perry (2000) point to the fact that studies on self-regulation generate little knowledge about what individuals are thinking or doing.”
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Efklides, A. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.538645 · Cited by 1,211
Patterns of Interaction in ESL Pair Work
Storch, N. (2002) · Language Learning · doi:10.1111/1467-9922.00179 · Cited by 1,080 · cited 6×
“…monitoring, and critical reflection (Schraw and Moshman 1995; Stiggins 2002), requires creating and sustaining mutual learning relationships (Storch 2002; Goos et al. 2002; Putney and Broughton 2011), positive social interdependence (Johnson and Johnson 1975, 1998; Barron 2000;Mercer; 2004;…”
BackgroundMethodInfluentialRegulation of motivation: evaluating an underemphasized aspect of self-regulated learning.
Wolters, C. A. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3804_1 · Cited by 975
Social origins of self-regulatory competence
Schunk, D. H., & Zimmerman, B. J. (1997) · Educational Psychologist · doi:10.1207/s15326985ep3204_1 · Cited by 937
Reasoning as a scientist: ways of helping children to use language to learn science
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004) · British Educational Research Journal · doi:10.1080/01411920410001689689 · Cited by 637
Critical distinctions among three approaches to peer education
Damon, W., & Phelps, E. (1989) · International Journal of Educational Research · doi:10.1016/0883-0355(89)90013-x · Cited by 538
Self-Regulated Learning and Academic Achievement: A Phenomenological View
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Artzt, A. F., & Armour-Thomas, E. (1997) · The Journal of Mathematical Behavior · doi:10.1016/s0732-3123(97)90008-0 · Cited by 39
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
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
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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.
