Cited by

• 2010Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning190 cited
• 2023Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review143 cited
• 2017Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students139 cited
• 2015The fidelity of formative assessment implementation: issues of breadth and quality115 cited
• 2013Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers109 cited
• 2016The Role of Classroom Assessment in Supporting Self-Regulated Learning107 cited
• 2016Assessment for Learning: Meeting the Challenge of Implementation105 cited
• 2016Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context99 cited
• 2015What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough96 cited
• 2011Using the analytic rubric as an evaluation tool in nursing education: The positive and the negative87 cited
• 2024A scaffolding intervention to improve self-efficacy in source-based argumentative writing85 cited
• 2014Academic Self-Efficacy, Dropping Out, and the Significance of Inequality76 cited
• 2024A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education73 cited
• 2016Student-generated scoring rubrics: Examining their formative value for improving ESL students’ writing performance72 cited
• 2014Rubrics 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 año68 cited
• 2017¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa?67 cited