Citations (83)
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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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Michele Girotto & Andrea Oliveira. (2022) Undergraduate students’ perceptions of the development of generic competences and their relevance to the engineering profession. European Journal of Engineering Education 47:6, pages 1061-1082.
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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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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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Paul M. Rogers, Jonathan M. Marine, Samantha T. Ives, Seth A. Parsons, Ashlee Horton & Chase Young. (2022) Validity evidence for a formative writing engagement assessment in elementary grades. Assessment in Education: Principles, Policy & Practice 29:2, pages 262-284.
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Juuso Henrik Nieminen. (2021) Beyond empowerment: student self-assessment as a form of resistance. British Journal of Sociology of Education 42:8, pages 1246-1264.
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Hilal El-Hassan, Mohamed Hamouda, Tamer El-Maaddawy & Munjed Maraqa. (2021) Curriculum-based exit exam for assessment of student learning. European Journal of Engineering Education 46:6, pages 849-873.
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Toni Mäkipää. (2021) Students’ and teachers’ perceptions of self-assessment and teacher feedback in foreign language teaching in general upper secondary education – A case study in Finland. Cogent Education 8:1.
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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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Wendy Sellers & Duane Neff. (2019) Assessment Processes in Social Work Education: A Review of Current Methods. Journal of Teaching in Social Work 39:3, pages 212-225.
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Sandi Tait-McCutcheon & Bernadette Knewstubb. (2018) Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course. Assessment & Evaluation in Higher Education 43:5, pages 772-785.
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Alicia Bolívar-Cruz, Domingo Verano-Tacoronte & Inmaculada Galván-Sánchez. (2018) Do self-efficacy, incentives and confidence in public speaking influence how students self-assess? / ¿Influyen la autoeficacia, los incentivos y la confianza para hablar en público en cómo se autoevalúan los estudiantes?. Culture and Education 30:3, pages 528-555.
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Xiangdong Li. (2018) Self-assessment as ‘assessment as learning’ in translator and interpreter education: validity and washback. The Interpreter and Translator Trainer 12:1, pages 48-67.
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Steven B. Kleinman, Mary Beth Leidman & Andrew J. Longcore. (2018) The changing landscape of grading systems in US higher education. Perspectives: Policy and Practice in Higher Education 22:1, pages 26-33.
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Tamer El-Maaddawy. (2017) Innovative assessment paradigm to enhance student learning in engineering education. European Journal of Engineering Education 42:6, pages 1439-1454.
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Adriana Duque Micán & Liliana Cuesta Medina. (2017) Boosting vocabulary learning through self-assessment in an English language teaching context. Assessment & Evaluation in Higher Education 42:3, pages 398-414.
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Lorraine Jones, Bill Allen, Peter Dunn & Lesley Brooker. (2017) Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria. Higher Education Research & Development 36:1, pages 129-142.
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Kristi Mumm, Mari Karm & Marvi Remmik. (2016) Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education 40:6, pages 780-803.
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Maddalena Taras. (2016) Situating power potentials and dynamics of learners and tutors within self-assessment models. Journal of Further and Higher Education 40:6, pages 846-863.
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Jennie Stewart, Sivaramkumar Shanmugam & Christopher Seenan. (2016) Developing 21st century graduate attributes: incorporating novel teaching strategies in a physiotherapy curriculum. European Journal of Physiotherapy 18:3, pages 194-199.
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Karen Murphy & Shane Barry. (2016) Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education 41:2, pages 213-227.
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A.R. Dobele. (2015) Assessing the quality of feedback in the peer-review process. Higher Education Research & Development 34:5, pages 853-868.
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Jamie Mahlberg. (2015) Formative Self-Assessment College Classes Improves Self-Regulation and Retention in First/Second Year Community College Students. Community College Journal of Research and Practice 39:8, pages 772-783.
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Juraj Petrović & Predrag Pale. (2015) Students' perception of live lectures' inherent disadvantages. Teaching in Higher Education 20:2, pages 143-157.
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Roseanna Bourke. (2014) Self-assessment in professional programmes within tertiary institutions. Teaching in Higher Education 19:8, pages 908-918.
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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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Ernesto Panadero, Jesús Alonso-Tapia & Juan-Antonio Huertas. (2014) Rubrics vs. self-assessment scripts: effects on first year university students’ self-regulation and performance / Rúbricas y guiones de autoevaluación: efectos sobre la autorregulación y el rendimiento de estudiantes universitarios de primer año. Journal for the Study of Education and Development 37:1, pages 149-183.
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Ana Carvalho. (2013) Students' perceptions of fairness in peer assessment: evidence from a problem-based learning course. Teaching in Higher Education 18:5, pages 491-505.
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Eloisa Lorente & David Kirk. (2013) Alternative democratic assessment in PETE: an action-research study exploring risks, challenges and solutions. Sport, Education and Society 18:1, pages 77-96.
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Tony Blackwood. (2013) Business undergraduates' knowledge monitoring accuracy: how much do they know about how much they know?. Teaching in Higher Education 18:1, pages 65-77.
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Jennie Stewart. (2012) Reflecting on reflection: increasing health and social care students’ engagement and enthusiasm for reflection. Reflective Practice 13:5, pages 719-733.
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Satu Alaoutinen. (2012) Evaluating the effect of learning style and student background on self-assessment accuracy. Computer Science Education 22:2, pages 175-198.
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Norman B. Mendoza & Zi Yan. (2023) Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation 77, pages 101249.
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Endurence Midinette Koumassol Dissake. (2021) Assessing litigant’s language proficiency: the case of the Bafoussam Court of First Instance. Language Policy 21:2, pages 217-234.
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David Collett, Sam Evans & Mian Hu. (2022) Exploring cultural influences on engagement in peer review through the lens of self-determination theory at a transnational university in China. International Journal of English for Academic Purposes: Research and Practice 2022:Spring, pages 61-84.
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