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Issues of power and equity in two models of self-assessment
16 references·0 citing·38 second hop
Issues of power and equity in two models of self-assessment (2008)Issues of power and equity in two models …Enhancing Learning Through Self-assessment (2013)Enhancing Learning Through Se…Developing Student Autonomy in Learning (2012)Developing Student Autonomy i…On Becoming An Innovative University Teacher: Reflection In Action (2006)On Becoming An Innovative Uni…Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS (2005)ASSESSMENT – SUMMATIVE AND FO…Teachers developing assessment for learning: impact on student achievement (2004)Teachers developing assessmen…Assessment for Learning- putting it into practice (2003)Assessment for Learning- putt…Using Assessment for Learning and Learning from Assessment (2002)Using Assessment for Learning…Summative Assessment in Higher Education: Practices in disarray (2002)Summative Assessment in Highe…Formative Assessment: revisiting the territory (1998)Formative Assessment: revisit…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Enhancing learning through self-assessment (1996)Enhancing learning through se…Higher education in a learning society (1995)Higher education in a learnin…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Perspectives of Curriculum Evaluation (1968)Perspectives of Curriculum Ev…The methodology of evaluation (1966)The methodology of evaluationMotivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The Power of Feedback (2007)Focus on Formative Feedback (2008)The Impact of Classroom Evaluation Practices on Students (1988)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)Beyond feedback: developing student capability in complex appraisal (2010)From monologue to dialogue: improving written feedback processes in mass higher education (2010)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Self-theories: Their Role in Motivation, Personality, and Development (1999)Online formative assessment in higher education: A review of the literature (2011)Rethinking models of feedback for learning: the challenge of design (2012)Making Sense of Assessment Feedback in Higher Education (2013)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)Developing the theory of formative assessment (2009)The development of student feedback literacy: enabling uptake of feedback (2018)Meta-analysis in social research (1982)‘In praise of educational research’: formative assessment (2003)Inside the Black Box: Raising Standards through Classroom Assessment (2010)Authentic assessment: creating a blueprint for course design (2017)The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2019)Innovative Assessment in Higher Education (2006)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)A Critical Review of Research on Student Self-Assessment (2019)Focus Group Interview: An Underutilized Research Technique for Improving Theory and Practice in Health Education (1987)Evaluating professional development (1999)Formative assessment: a critical review (2011)Working inside the Black Box: Assessment for Learning in the Classroom (2004)Learning to Teach Argumentation: Research and development in the science classroom (2005)Differing perceptions in the feedback process (2006)The External Validity of Experiments (1968)Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy (2007)Clarifying the purposes of educational assessment (2007)Applying learning theories and instructional design models for effective instruction (2016)The effect of blended learning on student performance at course-level in higher education: A meta-analysis (2017)
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References

  • 1998Assessment and Classroom Learning8,137 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 1966The methodology of evaluation2,484 cited
  • 2003Assessment for Learning- putting it into practice1,586 cited
  • 1998Formative Assessment: revisiting the territory1,106 cited
  • 2013Enhancing Learning Through Self-assessment914 cited
  • 1968Perspectives of Curriculum Evaluation792 cited
  • 2005ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS727 cited
  • 2004Teachers developing assessment for learning: impact on student achievement662 cited
  • 1996Enhancing learning through self-assessment659 cited
  • 1995Higher education in a learning society628 cited
  • 2012Developing Student Autonomy in Learning524 cited
  • 2002Summative Assessment in Higher Education: Practices in disarray386 cited
  • 2002Using Assessment for Learning and Learning from Assessment314 cited
  • 2006On Becoming An Innovative University Teacher: Reflection In Action

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