Citations (17)
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Juuso Henrik Nieminen. (2022) Disrupting the power relations of grading in higher education through summative self-assessment. Teaching in Higher Education 27:7, pages 892-907.
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Juuso Henrik Nieminen, Henna Asikainen & Johanna Rämö. (2021) Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models. Studies in Higher Education 46:7, pages 1296-1311.
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Juuso Henrik Nieminen & Laura Tuohilampi. (2020) ‘Finally studying for myself’ – examining student agency in summative and formative self-assessment models. Assessment & Evaluation in Higher Education 45:7, pages 1031-1045.
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Mohammad Salehi & Zahra Sayyar Masoule. (2017) An investigation of the reliability and validity of peer, self-, and teacher assessment. Southern African Linguistics and Applied Language Studies 35:1, pages 1-15.
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Victor López-Pastor & Alvaro Sicilia-Camacho. (2017) Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education 42:1, pages 77-97.
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İhsan Ünaldı. (2016) Self and teacher assessment as predictors of proficiency levels of Turkish EFL learners. Assessment & Evaluation in Higher Education 41:1, pages 67-80.
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Articles from other publishers (11)
Samuel P. León, Ernesto Panadero & Inmaculada García-Martínez. (2023) How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy. Educational Psychology Review 35:4.
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Eva Cifrian, Ana Andrés, Berta Galán & Javier R. Viguri. (2020) Integration of different assessment approaches: application to a project-based learning engineering course. Education for Chemical Engineers 31, pages 62-75.
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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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Laura Cañadas, María Luisa Santos-Pastor & Francisco Javier Castejón. (2019) Percepción de Egresados y Profesorado sobre la Implicación del Alumnado en la Evaluación y la Calificación en Educación Superior. Revista Iberoamericana de Evaluación Educativa 12:1.
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Heidi L. Andrade. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback
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Valvanuz Fuentes-Diego & Irina Salcines-Talledo. (2018) Estudio sobre la Implementación de la Evaluación Formativa y Compartida en un Ciclo Formativo de Grado Superior. Revista Iberoamericana de Evaluación Educativa 11:2, pages 91-112.
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Sydne Muratore, Michael Kim, Jaisa Olasky, Andre Campbell & Robert Acton. (2017) Basic airway skills acquisition using the American College of Surgeons/Association for Surgical Education medical student simulation-based surgical skills curriculum: Initial results. The American Journal of Surgery 213:2, pages 233-237.
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Carolina Hamodì, Victor Lopèz, Ana Teresa Lopèz & Giovanna del Gobbo. (2016) La Red de Evaluación Formativa y Compartida en Docencia Universitaria: un network universitario per la qualità della valutazione nell'alta formazione. EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING:2, pages 43-64.
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Roberta Pereira Niquini, Liliane Reis Teixeira, Clóvis Arlindo de Sousa, Roberta Nagai Manelli, Andréa Aparecida da Luz, Samantha Lemos Turte-Cavadinha & Frida Marina Fischer. (2015) CARACTERÍSTICAS DO TRABALHO DE ESTUDANTES UNIVERSITÁRIOS ASSOCIADAS AO SEU DESEMPENHO ACADÊMIC0. Educação em Revista 31:1, pages 359-381.
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Carolina Hamodi, Victor Manuel López Pastor & Ana Teresa López Pastor. (2015) Medios, técnicas e instrumentos de evaluación formativa y compartida del aprendizaje en educación superior. Perfiles Educativos 37:147, pages 146-161.
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Rajab Esfandiari & Carol M. Myford. (2013) Severity differences among self-assessors, peer-assessors, and teacher assessors rating EFL essays. Assessing Writing 18:2, pages 111-131.
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