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Ayanaw Yigletu, Kassa Michael & Mulugeta Atnafu. (2023) Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning. Cogent Education 10:1.
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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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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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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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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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Kim-Daniel Vattøy & Siv M. Gamlem. (2023) Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Hideaki Yoshida, Kohei Nishizuka & Masahiro Arimoto. (2023) Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model. Assessment in Education: Principles, Policy & Practice 30:2, pages 151-176.
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Jitske A. de Vries, Andria Dimosthenous, Kim Schildkamp & Adrie J. Visscher. (2023) The impact of an assessment for learning teacher professional development program on students’ metacognition. School Effectiveness and School Improvement 34:1, pages 109-129.
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Jocelyn Cranefield, Michael Winikoff, Yi-Te Chiu, Yevgeniya Li, Cathal Doyle & Alex Richter. (2023) Partnering with AI: the case of digital productivity assistants. Journal of the Royal Society of New Zealand 53:1, pages 95-118.
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Anna Katarina Fletcher. (2022) Self-assessment as a student-agentic zone of proximate competence development. Educational Review 0:0, pages 1-23.
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Paul Godbout & Jean-Francis Gréhaigne. (2022) Regulation of tactical learning in team sports – the case of the tactical-decision learning model. Physical Education and Sport Pedagogy 27:3, pages 215-230.
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Shelley Ross, Cassandra Pirraglia, Alexandra M. Aquilina & Rosslynn Zulla. (2022) Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review. Medical Teacher 44:5, pages 527-534.
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Linda Allal. (2021) Involving primary school students in the co-construction of formative assessment in support of writing. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 584-601.
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Mary Finch & Jill Willis. (2021) Learning to be expert writers: feedback in secondary English. Assessment in Education: Principles, Policy & Practice 28:2, pages 101-117.
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Sarah Yonder & Jyotsna Pandey. (2021) ‘Remediation of pre-clerkship clinical skill performance using a hybrid coaching model’. Medical Education Online 26:1.
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Jeffrey A. Greene. (2020) Building upon synergies among self-regulated learning and formative assessment research and practice. Assessment in Education: Principles, Policy & Practice 27:4, pages 463-476.
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Kristy Timmons, Emma Bozek & Elizabeth Sharp. A Pan-Canadian document analysis: examining policies and practices that foster self-regulation in the early years. International Journal of Early Years Education 0:0, pages 1-26.
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Articles from other publishers (38)
Therese N. Hopfenbeck, Zhonghua Zhang, Sundance Zhihong Sun, Pam Robertson & Joshua A. McGrane. (2023) Challenges and opportunities for classroom-based formative assessment and AI: a perspective article. Frontiers in Education 8.
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Jeroen van der Linden, Cees van der Vleuten, Loek Nieuwenhuis & Tamara van Schilt-Mol. (2023) Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices. Journal of Formative Design in Learning.
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Janneke van der Steen, Tamara van Schilt-Mol, Cees van der Vleuten & Desirée Joosten-ten Brinke. (2023) Designing Formative Assessment That Improves Teaching and Learning: What Can Be Learned from the Design Stories of Experienced Teachers?. Journal of Formative Design in Learning.
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Teresa M. Ober, Blair A. Lehman, Reginald Gooch, Olasumbo Oluwalana, Jaemarie Solyst, Geoffrey Phelps & Laura S. Hamilton. (2023) Culturally Responsive Personalized Learning: Recommendations for a Working Definition and Framework. ETS Research Report Series.
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Ghada N. Enani, Ryan Brydges, Helen M. MacRae & Marisa Louridas. (2023) Exploring mentorship in surgery: An interview study on how people stick together. Medical Education.
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Serafina Pastore. (2023) Teacher assessment literacy: a systematic review. Frontiers in Education 8.
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Indra Ganesan, Breana Cham, Pim W. Teunissen & Jamiu O. Busari. (2023) Stakes of Assessments in Residency: Influence on Previous and Current Self-Regulated Learning and Co-Regulated Learning in Early Career Specialists. Perspectives on Medical Education 12:1, pages 237-246.
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Gianni R. Lorello, Kathryn Hodwitz, S. Barry Issenberg & Ryan Brydges. (2023) Relinquishing control? Supervisor co-regulation may disrupt students’ self-regulated learning during simulation-based training. Advances in Health Sciences Education.
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André Moura, Ann MacPhail, Amândio Graça & Paula Batista. (2022) Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment. European Physical Education Review 29:1, pages 162-179.
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Heidi Andrade & Kelly Beekman. (2023) Editorial: Classroom assessment as the co-regulation of learning. Frontiers in Education 7.
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Derk Bransen, Erik W. Driessen, Dominique M. A. Sluijsmans & Marjan J. B. Govaerts. (2022) How medical students co-regulate their learning in clinical clerkships: a social network study. BMC Medical Education 22:1.
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Marcia Yaguarema, Jimmy Zambrano R.Melba Salavarría. (2022) Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students. Frontiers in Education 7.
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Ricky Lam. (2022) Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation. International Review of Applied Linguistics in Language Teaching 0:0.
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Zi Yan & Serafina Pastore. (2022) Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale. Journal of Psychoeducational Assessment 40:5, pages 592-604.
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Ecenaz Alemdag & Zahide Yildirim. (2022) Design and development of an online formative peer assessment environment with instructional scaffolds. Educational technology research and development 70:4, pages 1359-1389.
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Marcele Tavares Mendes, André Luis Trevisan, Renata Graciele Batista Rodrigues Rodrigues & Talita Canassa Weber. (2022) Prova em dupla e com consulta em aulas de Cálculo? Agora ficou fácil tirar 10!. Revista de Educação Matemática 19, pages e022039.
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Stéphane Colognesi & Catherine Deschepper. (2022) Effective practices for teaching oral language through genres and an instructional program that incorporates them. Revista da ABRALIN, pages 1453-1476.
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Laura Cañadas. (2022) Procesos de auto-evaluación y co-evaluación en Educación Física. Una revisión sistemática. Revista Iberoamericana de Evaluación Educativa 15:1.
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Li‐Ping Yang & Tao Xin. (2022) Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL). Educational Measurement: Issues and Practice 41:1, pages 54-60.
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Reet Kasepalu, Luis P. Prieto, Tobias Ley & Pankaj Chejara. (2022) Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation: A Wizard-of-Oz Study. Frontiers in Education 7.
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Angela M. Lui & Heidi L. Andrade. (2022) The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing. Frontiers in Education 7.
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Gonzague Yerly & Nicole Monney. (2022) La planification flexible des démarches d’évaluation, un levier vers une évaluation pour apprendre ?Flexible planning of assessment, a lever towards assessment for learning?Planificação flexível de avaliação, uma alavanca para a avaliação com foco na aprendizagem?. Mesure et évaluation en éducation 45:3, pages 33.
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Caroline Vassart, Benoît Blondeau & Stéphane Colognesi. (2022) Dans les coulisses de l’évaluation de l’oral par les pairs au primaireBehind the scenes: Peer evaluation of oral presentations at the elementary levelEn los corredores de la evaluación oral por los pares en primaria. Éducation et francophonie 50:1.
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Ying-Tien Wu, Pei-Di Shen & Chih-Hsien Lin. (2022) The Effects of Cognitive Apprenticeship and Co-Regulated Learning on Improving Student Computer Problem-Solving Skills and Learning Motivation. International Journal of Technology and Human Interaction 18:1, pages 1-16.
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Christian Mercat. (2022) Introduction to Active Learning Techniques. Open Education Studies 4:1, pages 161-172.
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Derk Bransen, Marjan J. B. Govaerts, Ernesto Panadero, Dominique M. A. Sluijsmans & Erik W. Driessen. (2021) Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning. Medical Education 56:1, pages 29-36.
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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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Kelly Beekman, Desirée Joosten-Ten Brinke & Els Boshuizen. (2021) Sustainability of Developed Self-Regulation by Means of Formative Assessment Among Young Adolescents: A Longitudinal Study. Frontiers in Education 6.
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Judith Gulikers, Marijke Veugen & Liesbeth Baartman. (2021) What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom. Frontiers in Education 6.
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Heather Braund, Christopher DeLuca, Ernesto Panadero & Liying Cheng. (2021) Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation. Frontiers in Education 6.
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Titis Angga Rini, Bagus Cahyanto, Puri Selfi Cholifah, Yuniawatika & Rofik Jalal Rosyanafi. (2021) Online Self and Peer Assessment Instrument Development as e-Material of Instructional Design Online Courses. Online Self and Peer Assessment Instrument Development as e-Material of Instructional Design Online Courses.
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Íris Susana Pires Pereira, Eva Lopes Fernandes & Maria Assunção Flores. (2021) Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback. Education Sciences 11:8, pages 400.
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