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David Nicol & Lovleen Kushwah. (2023) Shifting feedback agency to students by having them write their own feedback comments. Assessment & Evaluation in Higher Education 0:0, pages 1-21.
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Guangjiao Chen, Xiangling Wang & Lyu Wang. (2023) Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention. Assessment & Evaluation in Higher Education 48:6, pages 888-902.
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Ernesto Panadero, Daniel García-Pérez, Javier Fernández Ruiz, Juan Fraile, Iván Sánchez-Iglesias & Gavin T. L. Brown. (2023) Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback. Educational Psychology 43:7, pages 756-779.
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Ernesto Panadero. (2023) Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory. Educational Psychologist 58:3, pages 193-204.
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Gavin T. L. Brown & Anran Zhao. (2023) In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories. Educational Psychologist 58:3, pages 178-192.
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Lan Yang, Zi Yan, Di Zhang, David Boud & Jesus Alfonso Datu. (2023) Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy & Practice 30:2, pages 104-129.
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Renske A. M. de Kleijn. (2023) Supporting student and teacher feedback literacy: an instructional model for student feedback processes. Assessment & Evaluation in Higher Education 48:2, pages 186-200.
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Choo Mui Cheong, Na Luo, Xinhua Zhu, Qi Lu & Wei Wei. (2023) Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education 48:1, pages 135-148.
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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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Mohammad Hossein Arefian. (2022) Perceptions of self-assessment literacy and self-directed reflection during online learning for Iranian EFL student teachers. Reflective Practice 23:6, pages 623-634.
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Bianka Malecka, David Boud & David Carless. (2022) Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education 27:7, pages 908-922.
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Zi Yan & David Carless. (2022) Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education 47:7, pages 1116-1128.
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C. Hannigan, D. Alonzo & C. Z. Oo. (2022) Student assessment literacy: indicators and domains from the literature. Assessment in Education: Principles, Policy & Practice 29:4, pages 482-504.
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Bianka Malecka, Rola Ajjawi, David Boud & Joanna Tai. (2022) An empirical study of student action from ipsative design of feedback processes. Assessment & Evaluation in Higher Education 47:5, pages 801-815.
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Xiaoting Xiang, Rui Yuan & Baohua Yu. (2022) Implementing assessment as learning in the L2 writing classroom: a Chinese case. Assessment & Evaluation in Higher Education 47:5, pages 727-741.
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Jessica Mannion. (2022) Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education. Assessment & Evaluation in Higher Education 47:3, pages 411-423.
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Diana Pereira, Irene Cadime, Gavin Brown & Maria Assunção Flores. (2022) How do undergraduates perceive the use of assessment? A study in higher education. European Journal of Higher Education 12:1, pages 1-17.
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Diana Pereira, Irene Cadime, Maria Assunção Flores, Cláudia Pinheiro & Patrícia Santos. (2022) Investigating the Effect of the Programme of Study on University Students’ Perceptions about Assessment. Educational Assessment 27:1, pages 71-92.
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Liisa Myyry , Terhi Karaharju-Suvanto, Anna-Maija K Virtala, Marja R Raekallio, Outi Salminen, Marjo Vesalainen & Anne Nevgi. (2022) How self-efficacy beliefs are related to assessment practices: a study of experienced university teachers. Assessment & Evaluation in Higher Education 47:1, pages 155-168.
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Zi Yan, Ronnel B. King & Joseph Y. Haw. (2021) Formative assessment, growth mindset, and achievement: examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 676-702.
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Deliang Man, Meng Huat Chau & Beibei Kong. (2021) Promoting student engagement with teacher feedback through rebuttal writing. Educational Psychology 41:7, pages 883-901.
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David Nicol. (2021) The power of internal feedback: exploiting natural comparison processes. Assessment & Evaluation in Higher Education 46:5, pages 756-778.
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Halliki Harro-Loit, Meedi Neeme & Karmen Palts. (2021) Students Development Conference Genre Knowledge among Estonian Teachers. European Education 53:1, pages 31-44.
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Danny Carroll. (2020) Observations of student accuracy in criteria-based self-assessment. Assessment & Evaluation in Higher Education 45:8, pages 1088-1105.
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Ernesto Panadero, Javier Fernández-Ruiz & Iván Sánchez-Iglesias. (2020) Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender. Assessment in Education: Principles, Policy & Practice 27:6, pages 607-634.
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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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Zi Yan, Gavin T. L. Brown, John Chi-Kin Lee & Xue-Lan Qiu. (2020) Student self-assessment: why do they do it?. Educational Psychology 40:4, pages 509-532.
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Zi Yan. (2020) Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education 45:2, pages 224-238.
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Jessica To & Ernesto Panadero. (2019) Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment & Evaluation in Higher Education 44:6, pages 920-932.
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Gordon Joughin, David Boud & Phillip Dawson. (2019) Threats to student evaluative judgement and their management. Higher Education Research & Development 38:3, pages 537-549.
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Weimei Li, Xiuwen Chen & Lihe Huang. Promoting second language writing through technology-driven multimodal text feedback. Innovation in Language Learning and Teaching 0:0, pages 1-18.
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Tuomas Paloposki, Viivi Virtanen & Maria Clavert. From a final exam to continuous assessment on a large Bachelor level engineering course. European Journal of Engineering Education 0:0, pages 1-14.
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Stephanie Young & David Carless. Investigating variation in undergraduate students’ feedback seeking experiences: towards the integration of feedback seeking within the curriculum. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Elena Cano García, Andrea Jardí Ferré, Laia Lluch Molins & Ludmila Martins Gironelli. Improvement in the quality of feedback as an indication of the development of evaluative judgement. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Cedomir Gladovic, Joanna Hong-Meng Tai, Kelli Nicola-Richmond & Phillip Dawson. How can learners practice evaluative judgement using qualitative self-assessment?. Assessment & Evaluation in Higher Education 0:0, pages 1-12.
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