Citations (40)
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Kothar Talib Sulaiman Al Harrasi. (2024) Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources. Cogent Social Sciences 10:1.
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Wei Wei, Choo Mui Cheong, Xinhua Zhu & Qi Lu. (2024) Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective. Teaching in Higher Education 29:4, pages 896-912.
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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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Lauri J. Partanen, Viivi Virtanen, Henna Asikainen & Liisa Myyry. (2023) Chemical engineering students’ perceptions of peer and self-assessment. European Journal of Engineering Education 0:0, pages 1-19.
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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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W. Keith Duffy. (2023) Disrupted Routines: A Thoughtful Response to Controlling Student Writing. Changing English 30:2, pages 130-141.
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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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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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Jiming Zhou, Ke Zhao & Phillip Dawson. (2020) How first-year students perceive and experience assessment of academic literacies. Assessment & Evaluation in Higher Education 45:2, pages 266-278.
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Zenobia Chan & Simone Ho. (2019) Good and bad practices in rubrics: the perspectives of students and educators. Assessment & Evaluation in Higher Education 44:4, pages 533-545.
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Deliang Man, Yiqin Xu & John Mitchell O’Toole. (2018) Understanding autonomous peer feedback practices among postgraduate students: a case study in a Chinese university. Assessment & Evaluation in Higher Education 43:4, pages 527-536.
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Articles from other publishers (28)
Tong Zhang & Zhenjie Weng. (2024) Implementing rubric co-construction in ESL writing teaching. ELT Journal 78:1, pages 32-41.
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Zhenfang Xie & Wen Liu. (2024) What matters in the cultivation of student feedback literacy: exploring university EFL teachers’ perceptions and practices. Humanities and Social Sciences Communications 11:1.
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David Baidoo-Anu, Daniel Asamoah & Aaron Adusei. (2023) Teachers’ beliefs and attitudes towards students’ self assessment: A latent profile analysis. International Journal of Educational Research Open 5, pages 100275.
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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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Wei Wei. (2023) Understanding and supporting the use of feedback from mobile applications in the learning of vocabulary among young adolescent learners. Studies in Educational Evaluation 78, pages 101264.
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Zi Yan, Ernesto Panadero, Xiang Wang & Ying Zhan. (2023) A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation. Educational Psychology Review 35:3.
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Chahna Gonsalves. 2023. Improving Learning Through Assessment Rubrics. Improving Learning Through Assessment Rubrics
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Thi Nguyet Dang & Thi Huong Le. (2023) Students’ Perceptions on Using Rubrics as a Peer and Self-Assessment Tool in EFL Speaking Courses. International Journal of TESOL & Education 3:3, pages 119-136.
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Jiming Zhou, Chris Deneen, Joanna Tai & Phillip Dawson. (2023) Feedback seeking by first-year Chinese international students: Understanding practices and challenges. Assessing Writing 57, pages 100757.
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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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Sarah Alturki & Heiner Stuckenschmidt. (2021) Assessing students' self-assessment ability in an interdisciplinary domain. Journal of Applied Research in Higher Education 14:4, pages 1449-1465.
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Xiaoyu Sophia Zhang, Lawrence Jun Zhang, Judy M. Parr & Christine Biebricher. (2022) Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing. Frontiers in Psychology 13.
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Chunxiu He, Jiayan Zeng & Jianlin Chen. (2022) Students' motivation for rubric use in the EFL classroom assessment environment. Frontiers in Psychology 13.
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Valentin Cosmin Blândul & Adela Bradea. (2022) THE INTERDEPENDENCE BETWEEN PERCEIVED SELF-EFFICACY AND SELF-ASSESSMENT SKILLS OF ACADEMIC PROGRESS IN STUDENTS. Problems of Education in the 21st Century 80:2, pages 289-303.
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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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Heidi L. Andrade, Susan M. Brookhart & Elie ChingYen Yu. (2021) Classroom Assessment as Co-Regulated Learning: A Systematic Review. Frontiers in Education 6.
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Ilamparithi Thirumai Chelvan, Monika A. Smith & Sajib Ghosh. (2021) Reflect, Review, and Revise: Using Checklists to Improve Students’ Lab Reports. Reflect, Review, and Revise: Using Checklists to Improve Students’ Lab Reports.
Agung PRİHANTORO & Toto HERMAWAN. (2021) Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education. International Journal of Educational Spectrum 3:2, pages 131-149.
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Rafael García-Ros, Maria-Arantzazu Ruescas-Nicolau, Natalia Cezón-Serrano, Juan J. Carrasco, Sofía Pérez-Alenda, Clara Sastre-Arbona, Constanza San Martín-Valenzuela, Cristina Flor-Rufino & Maria Luz Sánchez-Sánchez. (2021) Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction. International Journal of Environmental Research and Public Health 18:9, pages 4957.
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María Bobadilla-Pérez & Lucía Fraga Viñas. 2020. International Approaches to Bridging the Language Gap. International Approaches to Bridging the Language Gap
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David Hortigüela, Ángel Pérez-Pueyo & Gustavo González-Calvo. (2019) Pero… ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?: Confusiones Habituales y Reflexiones Prácticas. Revista Iberoamericana de Evaluación Educativa 12:1.
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R Yusri, M Muspardi, E Kemal & W Rahmat. (2019) Effectiveness of national qualification framework Indonesia based curriculum and higher education national standard behaviour assesment rubric. Journal of Physics: Conference Series 1157, pages 042129.
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Jingjing Ma. (2018) Student Perceptions of Assessment-for-Learning Practices in an English Academic Writing Course英語學術寫作課室研究:促進學習評估之學生看法. English Teaching & Learning 42:2, pages 155-183.
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