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Zi Yan, Xiang Wang, David Boud & Hongling Lao. (2023) The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education 48:1, pages 1-15.
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Qian Zhang & Logan Fiorella. (2023) An integrated model of learning from errors. Educational Psychologist 58:1, pages 18-34.
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Kristen Nielsen. (2021) Peer and self-assessment practices for writing across the curriculum: learner-differentiated effects on writing achievement. Educational Review 73:6, pages 753-774.
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Priscillia Pui, Brenda Yuen & Happy Goh. (2021) Using a criterion-referenced rubric to enhance student learning: a case study in a critical thinking and writing module. Higher Education Research & Development 40:5, pages 1056-1069.
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E. Caroline Wylie & Christine J. Lyon. (2020) Developing a Formative Assessment Protocol to Support Professional Growth. Educational Assessment 25:4, pages 314-330.
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Zi Yan, Ming Ming Chiu & Po Yuk Ko. (2020) Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice 27:5, pages 562-583.
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Fei Chen & Heidi Andrade. (2018) The impact of criteria-referenced formative assessment on fifth-grade students’ theater arts achievement. The Journal of Educational Research 111:3, pages 310-319.
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Weiqiang Wang. (2017) Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education 42:8, pages 1280-1292.
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Katrice A. Hawthorne, Linda Bol & Shana Pribesh. (2017) Can Providing Rubrics for Writing Tasks Improve Developing Writers' Calibration Accuracy?. The Journal of Experimental Education 85:4, pages 689-708.
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Dave Walsh, Mick King & Andy Griffiths. (2017) Evaluating interviews which search for the truth with suspects: but are investigators’ self-assessments of their own skills truthful ones?. Psychology, Crime & Law 23:7, pages 647-665.
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Ricky Lam. (2016) Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education 41:11, pages 1900-1917.
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Derek Gottlieb & Christy M. Moroye. (2016) The perceptive imperative: Connoisseurship and the temptation of rubrics. Journal of Curriculum and Pedagogy 13:2, pages 104-120.
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Lois R. Harris, Gavin T.L. Brown & Jennifer A. Harnett. (2015) Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model. Assessment in Education: Principles, Policy & Practice 22:2, pages 265-281.
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HeidiL. Andrade, Ying Du & Kristina Mycek. (2010) Rubric‐referenced self‐assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice 17:2, pages 199-214.
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Heidi Andrade, Colleen Buff, Joe Terry, Marilyn Erano & Shaun Paolino. (2009) Assessment-Driven Improvements in Middle School Students’ Writing. Middle School Journal 40:4, pages 4-12.
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Heidi Andrade & Anna Valtcheva. (2009) Promoting Learning and Achievement Through Self-Assessment. Theory Into Practice 48:1, pages 12-19.
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JohnA. Ross & Michelle Starling. (2008) Self‐assessment in a technology‐supported environment: the case of grade 9 geography. Assessment in Education: Principles, Policy & Practice 15:2, pages 183-199.
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Heidi Andrade & Ying Du. (2007) Student responses to criteria‐referenced self‐assessment. Assessment & Evaluation in Higher Education 32:2, pages 159-181.
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Articles from other publishers (56)
Stephan Schicker. (2024) Teachers’ beliefs of pre-service German teachers about student self-assessment. Pedagogická orientace 32:4.
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Davide Parmigiani, Elisabetta Nicchia, Emiliana Murgia & Marcea Ingersoll. (2024) Formative assessment in higher education: an exploratory study within programs for professionals in education. Frontiers in Education 9.
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Tong Zhang & Zhenjie Weng. (2024) Implementing rubric co-construction in ESL writing teaching. ELT Journal 78:1, pages 32-41.
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Anzela Nikolovska, Mira Bekar & Zorica Strezovska. (2023) The impact of formative assessment on developing EFL student-teachers’ language competences as domain-specific. Studies in Linguistics, Culture, and FLT 11:3, pages 27-48.
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Nathan Rickey, Christopher DeLuca & Pamela Beach. (2023) Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes. Metacognition and Learning 18:3, pages 945-981.
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Ayhan DÖNMEZ & İbrahim Seçkin AYDIN. (2023) Review of Studies on Feedback Types: Systematic Review Study. Osmangazi Journal of Educational Research 10 (Special Issue), pages 293-317.
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Ligia Tomazin, Anastasiya A. Lipnevich & Carolina Lopera-Oquendo. (2023) Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance. Studies in Educational Evaluation 78, pages 101262.
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Rebecca Krebs, Björn Rothstein & Julian Roelle. (2022) Rubrics enhance accuracy and reduce cognitive load in self-assessment. Metacognition and Learning 17:2, pages 627-650.
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Attila M. Wind & Anna Zólyomi. (2022) The longitudinal development of self-assessment and academic writing: an advanced writing programme. Language Learning in Higher Education 12:1, pages 185-207.
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Qian Huang. (2022) Influence of EFL Teachers’ Self-Assessment on Their Self-Regulation and Self-Efficacy. Frontiers in Psychology 13.
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Narelle English, Pam Robertson, Shelley Gillis & Lorraine Graham. (2022) Rubrics and formative assessment in K-12 education: A scoping review of literature. International Journal of Educational Research 113, pages 101964.
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Christina L. Dobbs & Christine Montecillo Leider. (2021) A framework for Writing Rubrics to Support Linguistically Diverse Students. English Journal 110:6, pages 60-68.
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Minzi Li & Xian Zhang. (2020) A meta-analysis of self-assessment and language performance in language testing and assessment. Language Testing 38:2, pages 189-218.
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Despina Vasileiadou & Konstantinos Karadimitriou. (2021) Examining the impact of self-assessment with the use of rubrics on primary school students’ performance. International Journal of Educational Research Open 2, pages 100031.
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Morten Pallisgaard Støve. (2020) Physiotherapy students' self‐assessment of performance—Are there gender differences in self‐assessment accuracy?. Physiotherapy Research International 26:1.
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Ahlam Mohammed Al-Abdullatif. (2020) Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments. International Journal of Web-Based Learning and Teaching Technologies 15:3, pages 60-74.
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Zübeyde KAYAKCI DANIŞMAZ & Fatma Betül KURNAZ ADIBATMAZ. (2020) Çocuk Gelişimi Alanında Dereceli Puanlama Anahtarı Hazırlama: Deneysel Bir Uygulama. Çocuk ve Gelişim Dergisi 3:5, pages 12-28.
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Ying Xu. (2019) Scaffolding Students’ Self-Assessment of Their English Essays with Annotated Samples: A Mixed-Methods Study. Chinese Journal of Applied Linguistics 42:4, pages 503-526.
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Thanita Lerdpornkulrat, Chanut Poondej, Ravinder Koul, Gedsaraporn Khiawrod & Pariyanuch Prasertsirikul. (2017) The Positive Effect of Intrinsic Feedback on Motivational Engagement and Self-Efficacy in Information Literacy. Journal of Psychoeducational Assessment 37:4, pages 421-434.
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Maria M. Summers, Troy L. Cox, Benjamin L. McMurry & Dan P. Dewey. (2019) Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program. System 80, pages 269-287.
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