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NUEVAS VÍAS DE APRENDIZAJE Y ENSEÑANZA Y SUS CONSECUENCIAS: UNA NUEVA ERA DE EVALUACIÓN
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NUEVAS VÍAS DE APRENDIZAJE Y ENSEÑANZA Y SUS CONSECUENCIAS: UNA NUEVA ERA DE EVALUACIÓN (2002)NUEVAS VÍAS DE APRENDIZAJE Y ENSEÑANZA Y …Enhancing Learning Through Self-assessment (2013)Enhancing Learning Through Se…The use of self-, peer and co-assessment in higher education: A review (1999)The use of self-, peer and co…The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge (1999)The Relation Between Assessme…Peer Assessment Between Students in Colleges and Universities (1998)Peer Assessment Between Stude…Assessment as a tool for learning (1997)Assessment as a tool for lear…Problem‐based learning in medicine and beyond: A brief overview (1996)Problem‐based learning in med…Peer, self and tutor assessment: Relative reliabilities (1994)Peer, self and tutor assessme…The Transition (1993)The TransitionDoes problem-based learning work? A meta-analysis of evaluative research (1993)Does problem-based learning w…What Makes a Portfolio a Portfolio (1991)What Makes a Portfolio a Port…To Use Their Minds Well: Investigating New Forms of Student Assessment (1991)To Use Their Minds Well: Inve…Student Self-Assessment in Higher Education: A Meta-Analysis (1989)Student Self-Assessment in Hi…Quantitative studies of student self-assessment in higher education: a critical analysis of findings (1989)Quantitative studies of stude…Educational measurement, 3rd ed. (1989)Educational measurement, 3rd …Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Educating the Reflective Prac…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…A taxonomy of problem‐based learning methods (1986)Effects of problem-based learning: a meta-analysis (2003)Pedagogies of Engagement: Classroom-Based Practices (2005)Teaching Practice: A Cross-Professional Perspective (2009)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Promoting Learning and Achievement Through Self-Assessment (2009)Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation (2015)The Reliability, Validity, and Utility of Self-Assessment (2020)Peer Review Negotiations: Revision Activities in ESL Writing Instruction (1994)Enhancing learning through self-assessment (1996)Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks (2000)Making Sense of Assessment Feedback in Higher Education (2013)Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews (1986)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self- and Peer Evaluation (2012)Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)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)Reflection in teacher education: Towards definition and implementation (1995)Adding It Up: Helping Children Learn Mathematics (2013)Conducting Educational Design Research (2018)Problem‐based learning: future challenges for educational practice and research (2005)When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms (2009)Overview of Problem-based Learning: Definitions and Distinctions (2006)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Implications for educational practice of the science of learning and development (2019)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)Statistical methods in psychology journals: Guidelines and explanations. (1999)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions6,908 cited
  • 1989Educational measurement, 3rd ed.2,851 cited
  • 1993The Transition2,498 cited
  • 1998Peer Assessment Between Students in Colleges and Universities2,172 cited
  • 1996Problem‐based learning in medicine and beyond: A brief overview2,006 cited
  • 1993Does problem-based learning work? A meta-analysis of evaluative research1,455 cited
  • 1999The use of self-, peer and co-assessment in higher education: A review1,205 cited
  • 2013Enhancing Learning Through Self-assessment914 cited
  • 1989Quantitative studies of student self-assessment in higher education: a critical analysis of findings615 cited
  • 1991What Makes a Portfolio a Portfolio550 cited
  • 1999The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge484 cited
  • 1989Student Self-Assessment in Higher Education: A Meta-Analysis461 cited
  • 1994Peer, self and tutor assessment: Relative reliabilities344 cited
  • 1997Assessment as a tool for learning

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334 cited
  • 1991To Use Their Minds Well: Investigating New Forms of Student Assessment329 cited
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