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Formative assessment at university through digital technology tools
16 references·0 citing·50 second hop
Formative assessment at university through digital technology tools (2020)Formative assessment at university throug…Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018)Formative self-and peer asses…University students’ self-regulated learning using digital technologies (2017)University students’ self-reg…Implementing summative assessment with a formative flavour: a case study in a large class (2017)Implementing summative assess…Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)Effects of self-assessment on…Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations (2016)Technology use, self-directed…To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014)To rubric or not to rubric? T…Calibration: What is it and why it matters? An introduction to the special issue on calibrating calibration (2012)Calibration: What is it and w…Reconceptualising assessment feedback: a key to improving student learning? (2011)Reconceptualising assessment …Generating keywords improves metacomprehension and self-regulation in elementary and middle school children (2011)Generating keywords improves …Generating dialogue in assessment feedback: exploring the use of interactive cover sheets (2010)Generating dialogue in assess…From monologue to dialogue: improving written feedback processes in mass higher education (2010)From monologue to dialogue: i…Student perceptions of quality feedback in teacher education (2009)Student perceptions of qualit…Pre-service teachers' attitudes towards computer use: A Singapore survey (2008)Pre-service teachers' attitud…Research Methods in Education (2007)Research Methods in EducationLearning‐oriented assessment: conceptual bases and practical implications (2007)Learning‐oriented assessment:…Research Methods in Education (2002)Research Methods in EducationAssessment and Classroom Learning (1998)Teaching For Quality Learning At University (1999)Using thematic analysis in psychology (2006)Feedback on feedback practice: perceptions of students and academics (2015)Dialogic feedback and potentialities for student learning (2017)Reconsidering student feedback literacy from an ecological perspective (2020)Handbook of Self-Regulation of Learning and Performance (2011)Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016)Handbook of Self-Regulation of Learning and Performance (2017)A critical review of the arguments against the use of rubrics (2020)Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review (2023)Educative assessment: designing assessments to inform and improve student performance (1999)Teachers Make a Difference, What is the research evidence? 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Student perceptions of tutors’ written responses (2005)Facilitating productive use of feedback in higher education (2012)Review of assessment feedback (2012)Formative assessment and the design of instructional systems (1989)Learning to Teach in Higher Education (2003)Exploring learning-oriented assessment processes (2014)Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course (2015)La evaluación online en la educación superior en tiempos de la COVID-19 (2020)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Knowing What Students Know: The Science and Design of Educational Assessment (2013)Rethinking feedback practices in higher education: a peer review perspective (2013)Engagement through partnership: students as partners in learning and teaching in higher education (2016)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Principles and practice in reporting structural equation analyses. (2002)Unlocking the clubhouse: women in computing (2002)Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology (2009)Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey (2010)Teachers’ AI-TPACK: Exploring the Relationship between Knowledge Elements (2024)Digital Natives, Digital Immigrants Part 1 (2001)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)The Measurement of Work Engagement With a Short Questionnaire (2006)The effect of cellphones on attention and learning: The influences of time, distraction, and nomophobia (2018)Technology Enhanced Learning in higher education; motivations, engagement and academic achievement (2019)Development and validation of the AI attitude scale (AIAS-4): a brief measure of general attitude toward artificial intelligence (2023)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going (2018)A Critical Review of Research on Student Self-Assessment (2019)A review of feedback models and typologies: Towards an integrative model of feedback elements (2021)Likert scales: how to (ab)use them (2004)Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources (2006)Un sistema de clasificación de los diseños de investigación en psicología (2013)The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning (2002)Talanoa Research Methodology: A Developing Position on Pacific Research (2016)Understanding and Applying Research Paradigms in Educational Contexts (2017)
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References

  • 2007Research Methods in Education23,507 cited
  • 2002Research Methods in Education4,848 cited
  • 2010From monologue to dialogue: improving written feedback processes in mass higher education1,061 cited
  • 2017Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses711 cited
  • 2016Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations649 cited
  • 2007Learning‐oriented assessment: conceptual bases and practical implications638 cited
  • 2008Pre-service teachers' attitudes towards computer use: A Singapore survey430 cited
  • 2009Student perceptions of quality feedback in teacher education428 cited
  • 2011Reconceptualising assessment feedback: a key to improving student learning?290 cited
  • 2014To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy249 cited
  • 2018Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback241 cited
  • 2017University students’ self-regulated learning using digital technologies213 cited
  • 2012Calibration: What is it and why it matters? An introduction to the special issue on calibrating calibration198 cited
  • 2011Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

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187 cited
  • 2017Implementing summative assessment with a formative flavour: a case study in a large class177 cited
  • 2010Generating dialogue in assessment feedback: exploring the use of interactive cover sheets161 cited
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