Assessment and the Co-regulation of Learning in the Classroom

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Learning to be expert writers: feedback in secondary English

Finch, M., & Willis, J. (2021) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2021.1908226 · Cited by 6 · see citing works

Procesos de auto-evaluación y co-evaluación en Educación Física. Una revisión sistemática

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Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students

Yaguarema, M., Jimmy Zambrano, R., & Salavarría, M. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.1004874 · Cited by 9 · see citing works

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Colognesi, S., Coppe, T., Leroux, L., & Wiertz, C. (2024) · British Educational Research Journal · doi:10.1002/berj.4014 · Cited by 9 · see citing works

Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community

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‘Remediation of pre-clerkship clinical skill performance using a hybrid coaching model’

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Teachers’ co-regulation in classrooms: a video-based analysis of teachers’ foci of attention in emotional situations

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Digital Transformation Driving Educational Reforms in Higher Education: A Paradigm Shift in Teaching and Learning

Wang, Q., Ma, Z., Zhang, G. Y., & Miao, Q. (2025) · Beijing international review of education · doi:10.1177/25902547251395880 · Cited by 5 · see citing works

A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment

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Institutionalising formative assessment through school reform: when educational policy and teacher education are misaligned

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Dans les coulisses de l’évaluation de l’oral par les pairs au primaire

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Estrategias adaptativas y de autorregulación de profesores en pandemia Covid-19

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(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training

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Editorial: Classroom assessment as the co-regulation of learning

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How do students self-assess? examining the metacognitive processes of student self-assessment

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Writing as a Human Activity: Implications and Applications of the Work of Charles Bazerman

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Two Paths Diverge in a Field: Dialectics and Dialogics in Rhetorical Genre Studies

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Prihantoro, A., & Hermawan, T. (2021) · International Journal of Educational Spectrum · doi:10.47806/ijesacademic.896661 · Cited by 4 · see citing works

Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education: How Exemplary Educators Leverage Self-Assessment

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Basic Motor Competencies in Italian Schoolchildren Using the MOBAK‐Test: Normative Data for a Novel Framework

Giuriato, M., Gatti, A., Bianco, M. D., Pirazzi, A., Cavallo, C., Balconi, S., Pellino, V. C., Herrmann, C., Codella, R., Vandoni, M., et al. (2025) · European Journal of Sport Science · doi:10.1002/ejsc.70084 · Cited by 3 · see citing works

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Student’s perspectives about their learning profile before and after Covid-19

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Genre Formation and Differentiation in New Media

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Opening Up: Writing Studies� Turn to Open-Access Book Publishing

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Improve education provision in Aotearoa New Zealand

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A Pan-Canadian document analysis: examining policies and practices that foster self-regulation in the early years

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Understandings and uses of assessment: case study with Spanish teacher educators

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Data-driven Strategy for Maintaining an Effective Team Collaboration in a First-year Engineering Course

Li, R., Bill, V., Paredes, I. J., & Bringardner, J. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--42873 · Cited by 2 · see citing works

Development and validation of the socially shared regulated learning questionnaire: insights from a second-order confirmatory factor analysis

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Why is the education system organised this way?

Sharp, H. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108900171.004 · Cited by 2 · see citing works

The Effects of Cognitive Apprenticeship and Co-Regulated Learning on Improving Student Computer Problem-Solving Skills and Learning Motivation

Wu, Y., Shen, P., & Lin, C.-H. (2022) · International Journal of Technology and Human Interaction · doi:10.4018/ijthi.299355 · Cited by 2 · see citing works

A collaborative approach to help future teachers plan their teaching: the Prep.AR tool

Colognesi, S., Wiertz, C., Stordeur, M.-F., Moncarey, C., Oliveri, S., Deschepper, C., Mosnenck, S. V., Bollen, P., Leroux, L., Poncelet, C., et al. (2024) · PRACTICE · doi:10.1080/25783858.2024.2372259 · Cited by 2 · see citing works

Teacher instructional practices and strategies for student self-assessment

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VET Teacher Professional Development in Formative Assessment Using Learning Progressions

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Cultural Shaping of Standpoint and Reasoning in Analytical Writing

Tolchinsky, L., & Stavans, A. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1800.2.06 · Cited by 3 · see citing works

Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model

Yoshida, H., Nishizuka, K., & Arimoto, M. (2023) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2023.2193332 · Cited by 3 · see citing works

Assessment for learning

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Classroom assessment as the co-regulation of learning

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Secondary School Teachers’ Use of Formative Assessment Practice to Create Co-regulated Learning

Veugen, M. J., Gulikers, J. T. M., & Brok, P. J. D. (2024) · Journal of Formative Design in Learning · doi:10.1007/s41686-024-00089-9 · Cited by 9 · see citing works

Classroom Assessment as Co-Regulated Learning: A Systematic Review

Andrade, H., Brookhart, S. M., & Yu, E. C. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.751168 · Cited by 61 · see citing works

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

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Section Discussion: Student Perceptions of Assessment

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