Citations (36)
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Juan Fraile, María Gil-Izquierdo & Eva Medina-Moral. (2023) The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks. Assessment & Evaluation in Higher Education 48:8, pages 1223-1239.
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Nathan Rickey, Michelle Dubek & Christopher DeLuca. (2023) Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education: How Exemplary Educators Leverage Self-Assessment. Cambridge Journal of Education 53:5, pages 605-625.
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Heidi L. Andrade & Susan M. Brookhart. (2020) Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice 27:4, pages 350-372.
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Manuel Montanero & Maria-Leocadia Madeira. (2019) Collaborative chain writing: effects on the narrative competence of primary school students / Escritura colaborativa encadenada: efectos en la competencia narrativa de estudiantes de Educación Primaria. Journal for the Study of Education and Development 42:4, pages 915-951.
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Ángel Alsina, Sara Ayllón & Jordi Colomer. (2019) Validating the Narrative Reflection Assessment Rubric (NARRA) for reflective narratives in higher education. Assessment & Evaluation in Higher Education 44:1, pages 155-168.
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Luis R. Murillo-Zamorano & Manuel Montanero. (2018) Oral presentations in higher education: a comparison of the impact of peer and teacher feedback. Assessment & Evaluation in Higher Education 43:1, pages 138-150.
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Ernesto Panadero & Margarida Romero. (2014) To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice 21:2, pages 133-148.
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Articles from other publishers (29)
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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Vlantin BLANDUL & Adela BRADEA. (2023) The Status of Students’ Didactic Self-Assessment in The Romanian University Curriculum. International Journal on Lifelong Education and Leadership 9:1, pages 54-64.
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Zi Yan, Hongling Lao, Ernesto Panadero, Belen Fernández-Castilla, Lan Yang & Min Yang. (2022) Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review 37, pages 100484.
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Silvia Pérez-Guillén, Andoni Carrasco-Uribarren, Carlos López-de Celis, Vanessa González-Rueda, Pere R. Rodríguez-Rubio & Sara Cabanillas-Barea. (2022) Students’ perceptions, engagement and satisfaction with the use of an e-rubric for the assessment of manual skills in physiotherapy. BMC Medical Education 22:1.
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Erasmos Charamba & Nkhululeko Dlamini-Nxumalo. (2022) Same yardstick, different results: efficacy of rubrics in science education assessment. EUREKA: Social and Humanities:4, pages 82-90.
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Denise de Freitas, Genina Calafell & Alice Helena Campos Pierson. (2022) A Rubric to Evaluate Critical Science Education for Sustainability. Sustainability 14:14, pages 8289.
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Ivan Uher, Ján Pivovarník, Mária Majherová & Erika Chovanová. (2022) Benefits of Interoceptive Awareness: A Correlational Study of the Distinct Sport Education Program among Slovak University Students. Sustainability 14:3, pages 1607.
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Valentin Blândul & Adela Bradea. 2022. Basic Communication and Assessment Prerequisites for the New Normal of Education. Basic Communication and Assessment Prerequisites for the New Normal of Education
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Irene Scierri. (2021) Strategie e strumenti di valutazione formativa per promuovere l’apprendimento autoregolato: una rassegna ragionata delle ricerche empiriche. Journal of Educational, Cultural and Psychological Studies (ECPS Journal):24.
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Alex Lishinski & Aman Yadav. (2021) Self-evaluation Interventions: Impact on Self-efficacy and Performance in Introductory Programming. ACM Transactions on Computing Education 21:3, pages 1-28.
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Marcela Valencia-Serrano. (2020) Diseño de tareas para promover aprendizaje autorregulado en la universidad. Educación y Educadores 23:2, pages 267-290.
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Ernesto Panadero & Anders Jonsson. (2020) A critical review of the arguments against the use of rubrics. Educational Research Review 30, pages 100329.
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Lida Cruz Jerónimo-Arango, Concepción Yaniz-Álvarez-de-Eulate & Carolina Carcamo-vergara. (2020) Estrategias de aprendizaje de estudiantes colombianos de grado y posgrado. Magis, Revista Internacional de Investigación en Educación 13, pages 1-20.
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Heidi L. Andrade. (2019) A Critical Review of Research on Student Self-Assessment. Frontiers in Education 4.
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Heidi L. Andrade. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback
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Andreia Balan & Anders Jönsson. (2018) Increased Explicitness of Assessment Criteria: Effects on Student Motivation and Performance. Frontiers in Education 3.
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Ana González-Marcos, Fernando Alba-Elías & Joaquín Ordieres-Meré. 2018. Computers Supported Education. Computers Supported Education
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Juan Fraile, Ernesto Panadero & Rodrigo Pardo. (2017) Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation 53, pages 69-76.
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Juan Fraile, Rodrigo Pardo & Ernesto Panadero. (2017) ¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa?. Revista Complutense de Educación 28:4, pages 1321-1334.
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Anders Jönsson & Ernesto Panadero. 2017. Scaling up Assessment for Learning in Higher Education. Scaling up Assessment for Learning in Higher Education
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Gavin T. L. Brown, Elizabeth R. Peterson & Esther S. Yao. (2016) Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement. British Journal of Educational Psychology 86:4, pages 606-629.
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Kelly D. Meusen-Beekman, Desirée Joosten-ten Brinke & Henny P.A. Boshuizen. (2016) Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation 51, pages 126-136.
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Ernesto Panadero, Gavin T. L. Brown & Jan-Willem Strijbos. (2015) The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions. Educational Psychology Review 28:4, pages 803-830.
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Ernesto Panadero, Anders Jonsson & Jan-Willem Strijbos. 2016. Assessment for Learning: Meeting the Challenge of Implementation. Assessment for Learning: Meeting the Challenge of Implementation
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Gabriela De la Cruz Flores & Luis Felipe Abreu Hernández. (2014) Rúbricas y autorregulación: pautas para promover una cultura de la autonomía en la formación profesional. REDU. Revista de Docencia Universitaria 12:1, pages 31.
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Ernesto Panadero, Margarida Romero & Jan-Willem Strijbos. (2013) The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort. Studies in Educational Evaluation 39:4, pages 195-203.
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