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Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course
16 references·1 citing·47 second hop
Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course (2021)Promoting students’ cross-disciplinary pe…The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2019)The Impact of Peer Assessment…Teachers’ perception of STEM integration and education: a systematic literature review (2019)Teachers’ perception of STEM …The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018)The impact of formative peer …The development of student feedback literacy: enabling uptake of feedback (2018)The development of student fe…Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017)Executive function and metaco…Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016)Synthesizing Results From Emp…STEM education K-12: perspectives on integration (2016)STEM education K-12: perspect…A conceptual framework for integrated STEM education (2016)A conceptual framework for in…STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response (2014)STEM education: A deficit fra…Engaging Students In STEM Education (2014)Engaging Students In STEM Edu…Active learning increases student performance in science, engineering, and mathematics (2014)Active learning increases stu…Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011)Interactions of Metacognition…Formative assessment: a critical review (2011)Formative assessment: a criti…Feedback: focusing attention on engagement (2011)Feedback: focusing attention …Assessment in Education: Principles, Policy & Practice (2008)Assessment in Education: Prin…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning: A Systematic Review (2023)Integrated STEM Approaches an…Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Formative Assessment: Assessment Is for Self-regulated Learning (2012)The use of scoring rubrics for formative assessment purposes revisited: A review (2013)What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2013)Practical Meta-Analysis (2000)Does Active Learning Work? 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References

  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 2014Active learning increases student performance in science, engineering, and mathematics9,767 cited
  • 2018The development of student feedback literacy: enabling uptake of feedback2,411 cited
  • 2016A conceptual framework for integrated STEM education1,829 cited
  • 2011Formative assessment: a critical review1,493 cited
  • 2011Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model1,208 cited
  • 2016STEM education K-12: perspectives on integration1,093 cited
  • 2019Teachers’ perception of STEM integration and education: a systematic literature review991 cited
  • 2008Assessment in Education: Principles, Policy & Practice694 cited
  • 2014Engaging Students In STEM Education578 cited
  • 2017Executive function and metacognition: Towards a unifying framework of cognitive self-regulation500 cited
  • 2019The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies443 cited
  • 2011Feedback: focusing attention on engagement442 cited
  • 2016Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education344 cited
  • 2014

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STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response
341 cited
  • 2018The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis306 cited
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    • 2023Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning: A Systematic Review59 cited