Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27–31.
htpps://doi.org/10.3200/CTCH.53.1.27-31 Google Scholar |
Crossref Andrade, H. L. (2010). Students as the definitive source of formative assessment. In Andrade, H., Cizek, G. J. (Eds.), Handbook of formative assessment (pp. 90–105). Routledge.
Google Scholar |
Crossref Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. Assessment & Evaluation in Higher Education, 35(4), 403–417.
Google Scholar |
Crossref Askell-Williams, H., Lawson, M. J., Skrzypiec, G. (2012). Scaffolding cognitive and strategy instruction in regular class lessons. Instructional Science, 40(2), 413–443.
Google Scholar |
Crossref Baker, S., Gersten, R., Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17(1), 65–77.
Google Scholar |
Crossref Ballantyne, R., Hughes, K., Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education, 27(5), 427–441.
Google Scholar |
Crossref Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-Efficacy Beliefs of Adolescents, 5(1), 307–337.
Google Scholar Bjork, R. A., Dunlosky, J., Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444.
Google Scholar |
Crossref |
Medline |
ISI Black, P. J. (1993). Formative and summative assessment by teachers. Studies in Science Education, 21(1), 49–97.
htpps://doi.org/10.1080/03057269308560014 Google Scholar |
Crossref Black, P., Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Google Scholar |
Crossref Black, P., Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5–31.
htpps://doi.org/10.1007/s11092-008-9068-5 Google Scholar |
Crossref |
ISI Bose, J., Rengel, Z. (2009). A model formative assessment strategy to promote student-centered self-regulated learning in higher education. US–China Education Review, 6(12), 29–35.
Google Scholar Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective? Journal of Higher Education, 64, 574–593.
htpps://doi.org/10.1080/00221546.1993.11778449 Google Scholar |
Crossref |
ISI Brod, G. (2020). Generative learning: Which strategies for what age? Educational Psychological Review, 1–24.
Google Scholar Brophy, J.E. (2000). Teaching. International Academy of Education.
Google Scholar Bürgermeister, A., Saalbach, H. (2019). Formatives Assessment. Ein Ansatz zur Förderung individueller Lernprozesse. (An approach to foster individual learning.) Psychologie in Erziehung und Unterricht, 65(3), 194–205.
Google Scholar |
Crossref De La Paz, S., Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687–698.
Google Scholar |
Crossref |
ISI Deci, E. L., Koestner, R., Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.
Google Scholar |
Crossref |
Medline |
ISI DeCorte, E. (1996). New perspectives on learning and teaching in higher education. Jessica Kingsley.
Google Scholar Dignath, C., Buettner, G., Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programs. Educational Research Review, 3(2), 101–129.
Google Scholar |
Crossref |
ISI Dignath-van Ewijk, C., van der Werf, G. (2012). What teachers think about self-regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students’ self-regulation. Education Research International, 2012, 1–10.
htpps://doi.org/10.1155/2012/741713.
Google Scholar Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14(4), 481–533.
htpps://doi.org/10.1598/RRQ.14.4.2 Google Scholar |
Crossref |
ISI Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., Wolbers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30(1), 9–29
htpps://doi.org/10.2307/30035513 Google Scholar |
SAGE Journals |
ISI Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. doi:10.3102/0034654312474350
htpps://doi.org/10.3102/0034654312474350 Google Scholar |
SAGE Journals |
ISI Falchikov, N., Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287–322.
Google Scholar |
SAGE Journals |
ISI Fiorella, L., Mayer, R.E. (2016). Eight ways to promote generative learning. Educational Psychological Review, 28, 717–741.
https://doi.org/10.1007/s10648-015-9348-9 Google Scholar |
Crossref Gan, M.J.S., Hattie, J. (2014). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task. Instructional Science, 42, 861–878.
htpps://doi.org/10.1007/s11251-014-9319-4 Google Scholar |
Crossref Gielen, M., de Wever, B. (2015). Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality. Journal of Computer Assisted Learning, 31(5), 435–449.
Google Scholar |
Crossref Gikandi, J. W., Morrow, D., Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351.
Google Scholar |
Crossref |
ISI Glogger, I., Holzäpfel, L., Kappich, J., Schwonke, R., Nückles, M., Renkl, A. (2013). Development and evaluation of a computer-based learning environment for teachers: Assessment of learning strategies in learning journals. Education Research International, 2013(1), 1–12.
htpps://doi.org/10.1155/2013/785065 Google Scholar |
Crossref Glogger, I., Holzäpfel, L., Schwonke, R., Nückles, M., Renkl, A. (2009). Activation of learning strategies in writing learning journals: The specificity of prompts matters. Zeitschrift für pädagogische Psychologie, 23(2), 95–104.
Google Scholar |
Crossref Glogger, I., Schwonke, R., Holzäpfel, L., Nückles, M., Renkl, A. (2012). Learning strategies assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies. Journal of Educational Psychology, 104(2), 452–468.
Google Scholar |
Crossref Glogger-Frey, I., Fleischer, C., Grüny, L., Kappich, J., Renkl, A. (2015). Inventing a solution and studying a worked solution prepare differently for learning from direct instruction. Learning and Instruction, 39, 72–87.
htpps://doi.org/10.1016/j.learninstruc.2015.05.001 Google Scholar |
Crossref Glogger-Frey, I., Gaus, K., Renkl, A. (2017). Learning from direct instruction: Best prepared by several self-regulated or guided invention activities? Learning and Instruction, 51, 26–35.
https://doi.org/10.1016/j.learninstruc.2016.11.002 Google Scholar |
Crossref Hafner, J., Hafner, P. (2003). Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer-group rating. International Journal of Science Education, 25(12), 1509–1528.
Google Scholar |
Crossref |
ISI Hamman, D., Berthelot, J., Saia, J., Crowley, E. (2000). Teachers’ coaching of learning and its relation to students’ strategic learning. Journal of Educational Psychology, 92(2), 342–348.
Google Scholar |
Crossref |
ISI Hanrahan, S. J., Isaacs, G. (2001). Assessing self- and peer-assessment: The students’ views. Higher Education Research and Development, 20(1), 53–70.
Google Scholar |
Crossref Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Google Scholar Hattie, J., Gan, M., Brooks, C. (2017). Instruction based on feedback. In Mayer, R. E., Alexander, P. A. (Eds.), Handbook of research on learning and instruction (2nd ed., pp. 290–324). Routledge.
Google Scholar Hattie, J., Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Google Scholar |
SAGE Journals |
ISI Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145.
htpps://doi.org/10.1177/003172170708900210 Google Scholar |
SAGE Journals |
ISI Herppich, S., Praetorius, A.-K., Förster, N., Glogger-Frey, I., Karst, K., Leutner, D., Behrmann, L., Böhmer, M., Ufer, S., Klug, J., Hetmanek, A., Ohle, A., Böhmer, I., Karing, C., Kaiser, J., Südkamp, A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education, 76, 181–193.
htpps://doi.org/10.1016/j.tate.2017.12.001 Google Scholar |
Crossref Hübner, S., Nückles, M., Renkl, A. (2010). Writing learning journals: Instructional support to overcome learning-strategy deficits. Learning and Instruction, 20(1), 18–29.
Google Scholar |
Crossref Huisman, B., Saab, N., van den Broek, P., van Driel, J. (2019). The impact of formative peer feedback on higher education students’ academic writing: A meta-analysis. Assessment & Evaluation in Higher Education, 44(6), 863–880.
htpps://doi.org/10.1080/02602938.2018.1545896 Google Scholar |
Crossref Jackson, J. W. (2002). Enhancing self-efficacy and learning performance, Journal of Experimental Education, 70(3), 243–254.
htpps://doi.org/10.1080/00220970209599508 Google Scholar |
Crossref Jonsson, A., Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130–144.
Google Scholar |
Crossref Karst, K., Bonefeld, M. (2020). Judgment accuracy of preservice teachers regarding student performance: The influence of attention allocation. Teaching and Teacher Education, 94 (Article 103099).
Google Scholar |
Crossref Kaufman, J. H., Schunn, C. D. (2011). Students’ perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387–406.
htpps://doi.org/10.1007/s11251-010-9133-6 Google Scholar |
Crossref |
ISI Kiewra, K. A., Gubbels, P. S. (1997). Are educational psychology courses educationally and psychologically sound? What textbooks and teachers say. Educational Psychology Review, 9(2), 121–148.
Google Scholar |
Crossref Kluger, A. N., DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254.
Google Scholar |
Crossref |
ISI Kollar, I., Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344–348.
Google Scholar |
Crossref |
ISI Liu, X., Li, L. (2014). Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment. Assessment & Evaluation in Higher Education, 39(3), 1–18.
htpps://doi.org/10.1080/02602938.2013.823540 Google Scholar |
Crossref Lohse-Bossenz, H., Kunina-Habenicht, O., Kunter, M. (2013). The role of educational psychology in teacher education: Expert opinions on what teachers should know about learning, development, and assessment. European Journal of Psychology of Education, 28(4), 1543–1565.
Google Scholar |
Crossref Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10(2), 107–121.
htpps://doi.org/10.1023/A:1009471931127 Google Scholar |
Crossref Mayer, R. E. (2002). Teaching for meaningful learning: The promise of educational psychology (Vol. 2). Prentice Hall.
Google Scholar Moely, B. E., Hart, S. S., Leal, L., Santulli, K. A., Rao, N., Johnson, T., Hamilton, L. B. (1992). The teacher’s role in facilitating memory and study strategy development in the elementary school classroom. Child Development, 63(3), 653–672.
Comments (0)