The DOI matches its Crossref record; 63 of the 64 references it cites were found in a registry or an index.
Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going
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“This becomes especially important when students are acknowledged as active self-and co-regulators in the feedback process (Panadero et al., 2018;Allal, 2020;Andrade and Brookhart, 2020;Chen and Bonner, 2020;Winstone and Boud, 2020).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Panadero et al., 2018
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 4×
“Perrenoud’s (1998) article was a response to Black and Wiliam (1998) in which he Fusing self-regulated learning and formative assessment… 17 Table 1 Summaries of sources relevant to FA and SRL Crooks (1988) Crooks pointed out that classroom evaluation was worthy of study because its ubiquity and…”
BackgroundInfluentialZimmerman, 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
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646
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
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
A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915 · cited 4×
“Current models of SRL have three types of phases in common (Panadero 2017; Puustinen and Pulkkinen 2001): (1) a preparatory phase that includes task analysis, planning, and goal setting; (2) a performance phase that involves the use of learning strategies and monitoring activities such as comprehension monitoring; and…”
BackgroundInfluential
Research works printed but not linked: 3
- Andrade, H., & Brookhart, S. M. (Under review). Classroom assessment and the co-regulation of learning.
- Andrade, H., Brookhart, S. M., Allal, L., Azevedo, R., Wiliam, D., & Winne, P. (2014). Toward a theory of classroom assessment as the regulation of learning. In Symposium presented at the American Educational Research Association, Philadelphia, PA, April 2014.
- Andrade, H., & Cizek, G. J. (2010). Handbook of formative assessment. New York: Routledge. · DOI · Paper page
Cited by
Sorted by citations
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
A review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389
A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions
Lipnevich, A. A., & Panadero, E. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.720195 · Cited by 368
Yan, Z. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1629390 · Cited by 217
Metadata
- Authors
- Panadero, E., Andrade, H., & Brookhart, S.
- Affiliations
- Universidad Autónoma de Madrid (ES)
- University at Albany, State University of New York (US)
- Duquesne University (US)
- Corresponding author
- Panadero, Ernesto
- Venue
- The Australian Educational Researcher
- Published
- 2018-02-08
- Volume
- 45
- Issue
- 1
- Pages
- 13-31
- ISSN
- 0311-6999 (ISSN-L)
- 2210-5328
- OpenAlex
- W2791597258
- Cited by
- 346
- References
- 64
- Citations by year
- 2026: 75 · 2025: 49 · 2024: 43 · 2023: 45 · 2022: 45 · 2021: 41 · 2020: 26 · 2019: 14 · 2018: 8
- FWCI
- 67.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- The Australian Educational Researcher (publishedVersion)
- Funders
- Ministerio de Economía y Competitividad (RYC-2013-13469)
- 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, formative assessment, assessment for learning, student metacognition, evidence synthesis, future research directions
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