Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes
Author:
Funder
Social Sciences and Humanities Research Council of Canada
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11409-023-09359-6.pdf
Reference98 articles.
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2. Allal, L. (2016). The co-regulation of student learning in an assessment for learning culture. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 259–273). Springer. https://doi.org/10.1007/978-3-319-39211-0_15
3. Andrade, H. L., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12–19. https://doi.org/10.1080/00405840802577544
4. Andrade, H. L. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 102–117). Routledge.
5. Andrade, H. L. (2013). Classroom assessment in the context of learning theory and research. In J. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 17–34). Sage. https://doi.org/10.4135/9781452218649.n2
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