메뉴 건너뛰기




Volumn 46, Issue 5, 2021, Pages 756-778

The power of internal feedback: exploiting natural comparison processes

Author keywords

Assessment; comparison processes; internal feedback; self regulation; information

Indexed keywords


EID: 85092756149     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602938.2020.1823314     Document Type: Article
Times cited : (171)

References (73)
  • 1
    • 84945379378 scopus 로고    scopus 로고
    • Researching Feedback Dialogue: An Interactional Analysis Approach
    • Ajjawi, R., and D., Boud. 2017. “ Researching Feedback Dialogue: An Interactional Analysis Approach.” Assessment & Evaluation in Higher Education 42: 252–265. doi: 10.1080/02602938.2015.1102863.
    • (2017) Assessment & Evaluation in Higher Education , vol.42 , pp. 252-265
    • Ajjawi, R.1    Boud, D.2
  • 2
    • 85041597329 scopus 로고    scopus 로고
    • Examining the Nature and Effects of Feedback Dialogue
    • Ajjawi, R., and D., Boud. 2018. “ Examining the Nature and Effects of Feedback Dialogue.” Assessment & Evaluation in Higher Education 43 (7): 1106–1119. doi: 10.1080/02602938.2018.1434128.
    • (2018) Assessment & Evaluation in Higher Education , vol.43 , Issue.7 , pp. 1106-1119
    • Ajjawi, R.1    Boud, D.2
  • 3
    • 84879001147 scopus 로고    scopus 로고
    • Learning through Case Comparison: A Meta-Analytic Review
    • Alfieri, L., T., Nokes-Malach, and C., Schunn. 2013. “ Learning through Case Comparison: A Meta-Analytic Review.” Educational Psychologist 48 (2): 87–113. doi: 10.1080/00461520.2013.775712.
    • (2013) Educational Psychologist , vol.48 , Issue.2 , pp. 87-113
    • Alfieri, L.1    Nokes-Malach, T.2    Schunn, C.3
  • 4
    • 85136650072 scopus 로고    scopus 로고
    • The Co-Regulation of Student Learning in an Assessment for Learning Culture
    • Laveault D., Allal L., (eds), Switzerland: Springer,. edited by
    • Allal, L., 2016. “ The Co-Regulation of Student Learning in an Assessment for Learning Culture.” In Assessment for Learning: Meeting the Challenge of Implementation, edited by D., Laveault and L., Allal. Switzerland: Springer. doi: 10.1007/978-3-319-39211-0_15.
    • (2016) Assessment for Learning: Meeting the Challenge of Implementation
    • Allal, L.1
  • 5
    • 85086216613 scopus 로고    scopus 로고
    • Feedback in the Context of Self-Assessment
    • Lipnevich A.A., Smith J.K., (eds), Cambridge: Cambridge University Press,. edited by
    • Andrade, H. L., 2018. “ Feedback in the Context of Self-Assessment.” In The Cambridge Handbook of Instructional Feedback, edited by A.A., Lipnevich and J.K., Smith, 376–408. Cambridge: Cambridge University Press.
    • (2018) The Cambridge Handbook of Instructional Feedback , pp. 376-408
    • Andrade, H.L.1
  • 6
    • 15544380806 scopus 로고
    • Feedback as an Individual Resource: Personal Strategies of Creating Information
    • Ashford, S. J., and L. L., Cummings. 1983. “ Feedback as an Individual Resource: Personal Strategies of Creating Information.” Organisational Behaviour and Human Performance 32: 370–398. doi: 10.1016/0030-5073(83)90156-3.
    • (1983) Organisational Behaviour and Human Performance , vol.32 , pp. 370-398
    • Ashford, S.J.1    Cummings, L.L.2
  • 7
    • 16244397042 scopus 로고    scopus 로고
    • Students’ Knowledge about the Value of Discussions for Teaching and Learning
    • Askell-Williams, H., and M. J., Lawson. 2005. “ Students’ Knowledge about the Value of Discussions for Teaching and Learning.” Social Psychology of Education 8 (1): 83–115. doi: 10.1007/s11218-004-5489-2.
    • (2005) Social Psychology of Education , vol.8 , Issue.1 , pp. 83-115
    • Askell-Williams, H.1    Lawson, M.J.2
  • 8
    • 84879665126 scopus 로고    scopus 로고
    • Rethinking Models of Feedback for Learning: The Challenge of Design
    • Boud, D., and E., Molloy. 2013. “ Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712. doi: 10.1080/02602938.2012.691462.
    • (2013) Assessment & Evaluation in Higher Education , vol.38 , Issue.6 , pp. 698-712
    • Boud, D.1    Molloy, E.2
  • 10
    • 85072559232 scopus 로고    scopus 로고
    • Applying Criteria to Examples or Learning by Comparison: Effects on Students' Evaluative Judgment and Performance in Writing
    • Bouwer, R., M., Lesterhuis, P., Bonne, and S., De Maeyer. 2018. “ Applying Criteria to Examples or Learning by Comparison: Effects on Students' Evaluative Judgment and Performance in Writing.” Frontiers in Education 3: 86. doi: 10.3389/feduc.2018.00086.
    • (2018) Frontiers in Education , vol.3 , pp. 86
    • Bouwer, R.1    Lesterhuis, M.2    Bonne, P.3    De Maeyer, S.4
  • 11
    • 84970331366 scopus 로고
    • Feedback and Self-Regulated Learning: A Theoretical Synthesis
    • Butler, D. L., and P. H., Winne. 1995. “ Feedback and Self-Regulated Learning: A Theoretical Synthesis.” Review of Educational Research 65 (3): 245–281. doi: 10.3102/00346543065003245.
    • (1995) Review of Educational Research , vol.65 , Issue.3 , pp. 245-281
    • Butler, D.L.1    Winne, P.H.2
  • 12
    • 85075134407 scopus 로고    scopus 로고
    • Longitudinal Perspectives on Students’ Experiences of Feedback: A Need for Teacher–Student Partnerships
    • Carless, D., 2020. “ Longitudinal Perspectives on Students’ Experiences of Feedback: A Need for Teacher–Student Partnerships.” Higher Education Research & Development 39 (3): 425–438. doi: 10.1080/07294360.2019.1684455.
    • (2020) Higher Education Research & Development , vol.39 , Issue.3 , pp. 425-438
    • Carless, D.1
  • 13
    • 85046462404 scopus 로고    scopus 로고
    • The Development of Student Feedback Literacy: Enabling Uptake of Feedback
    • Carless, D., and D., Boud. 2018. “ The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43 (8): 1315–1325. doi: 10.1080/02602938.2018.1463354.
    • (2018) Assessment & Evaluation in Higher Education , vol.43 , Issue.8 , pp. 1315-1325
    • Carless, D.1    Boud, D.2
  • 14
    • 84978971847 scopus 로고    scopus 로고
    • Managing Dialogic Use of Exemplars
    • Carless, D., and K. K. H., Chan. 2017. “ Managing Dialogic Use of Exemplars.” Assessment & Evaluation in Higher Education 42 (6): 930–941. doi: 10.1080/02602938.2016.1211246.
    • (2017) Assessment & Evaluation in Higher Education , vol.42 , Issue.6 , pp. 930-941
    • Carless, D.1    Chan, K.K.H.2
  • 15
    • 41449089865 scopus 로고    scopus 로고
    • “Observing Tutorial Dialogues Collaboratively: Insights about Human Tutoring Effectiveness from Vicarious Learning
    • Chi, M. T H., M., Roy, and R. G. M., Hausmann. 2008. “Observing Tutorial Dialogues Collaboratively: Insights about Human Tutoring Effectiveness from Vicarious Learning.” Cognitive Science 32 (2): 301–341. doi: 10.1080/03640210701863396.
    • (2008) Cognitive Science , vol.32 , Issue.2 , pp. 301-341
    • Chi, M.T.H.1    Roy, M.2    Hausmann, R.G.M.3
  • 16
    • 84860434516 scopus 로고    scopus 로고
    • Formative Assessment: Assessment is for Self-Regulated Learning
    • Clark, I., 2012. “ Formative Assessment: Assessment is for Self-Regulated Learning.” Educational Psychology Review 24 (2): 205–249. doi: 10.1007/s10648-011-9191-6.
    • (2012) Educational Psychology Review , vol.24 , Issue.2 , pp. 205-249
    • Clark, I.1
  • 17
    • 85059815407 scopus 로고    scopus 로고
    • Explanation Recruits Comparison in a Category-Learning Task
    • Edwards, B. J., J. J., Williams, D., Gentner, and T., Lombrozo. 2019. “ Explanation Recruits Comparison in a Category-Learning Task.” Cognition 185: 21–38. doi: 10.1016/j.cognition.2018.12.011.
    • (2019) Cognition , vol.185 , pp. 21-38
    • Edwards, B.J.1    Williams, J.J.2    Gentner, D.3    Lombrozo, T.4
  • 18
    • 84874568537 scopus 로고    scopus 로고
    • Making Sense of Assessment Feedback in Higher Education
    • Evans, C., 2013. “ Making Sense of Assessment Feedback in Higher Education.” Review of Educational Research 83 (1): 70–120. doi: 10.3102/0034654312474350.
    • (2013) Review of Educational Research , vol.83 , Issue.1 , pp. 70-120
    • Evans, C.1
  • 19
    • 85092801019 scopus 로고    scopus 로고
    • Evaluative Judgement of Working Practices: Reconfiguring Assessment to Support Student Adaptability and Agency across Complex Settings
    • 27, (1): 5-18
    • Fawns, T., and C., O’Shea. 2019. “ Evaluative Judgement of Working Practices: Reconfiguring Assessment to Support Student Adaptability and Agency across Complex Settings.” Italian Journal of Educational Technology27 (1): 5-18. doi: 10.17471/2499-4324/1027.
    • (2019) Italian Journal of Educational Technology
    • Fawns, T.1    O’Shea, C.2
  • 20
    • 85029545798 scopus 로고    scopus 로고
    • Learning More from Feedback: Elaborating Feedback with Examples Enhances Concept Learning
    • Finn, B., R., Thomas, and K. A., Rawson. 2018. “ Learning More from Feedback: Elaborating Feedback with Examples Enhances Concept Learning.” Learning and Instruction 54: 104–113. doi: 10.1016/j.learninstruc.2017.08.007.
    • (2018) Learning and Instruction , vol.54 , pp. 104-113
    • Finn, B.1    Thomas, R.2    Rawson, K.A.3
  • 21
    • 77955806963 scopus 로고    scopus 로고
    • Bootstrapping the Mind: Analogical Processes and Symbol Systems
    • Gentner, D., 2010. “ Bootstrapping the Mind: Analogical Processes and Symbol Systems.” Cognitive Science 34 (5): 752–775. doi: 10.1111/j.1551-6709.2010.01114.x.
    • (2010) Cognitive Science , vol.34 , Issue.5 , pp. 752-775
    • Gentner, D.1
  • 22
    • 85009413752 scopus 로고    scopus 로고
    • Language as a Cognitive Tool Kit: How Language Supports Relational Thought
    • Gentner, D., 2016. “ Language as a Cognitive Tool Kit: How Language Supports Relational Thought.” The American Psychologist 71 (8): 650–657. doi: 10.1037/amp0000082.
    • (2016) The American Psychologist , vol.71 , Issue.8 , pp. 650-657
    • Gentner, D.1
  • 24
    • 85131489834 scopus 로고    scopus 로고
    • Analogical Reasoning
    • Ball L.J., Thomson V.A., (eds), New York, NY: Psychology Press, and,. edited by
    • Gentner, D., and F., Maravilla. 2018. “ Analogical Reasoning.” In International Handbook of Thinking and Reasoning, edited by L. J., Ball and V. A., Thomson, 186–203. New York, NY: Psychology Press.
    • (2018) International Handbook of Thinking and Reasoning , pp. 186-203
    • Gentner, D.1    Maravilla, F.2
  • 25
    • 0037933456 scopus 로고    scopus 로고
    • Learning and Transfer: A General Role for Analogical Encoding
    • Gentner, D., J., Loewenstein, and L., Thompson. 2003. “ Learning and Transfer: A General Role for Analogical Encoding.” Journal of Educational Psychology 95 (2): 393–408. doi: 10.1037/0022-0663.95.2.393.
    • (2003) Journal of Educational Psychology , vol.95 , Issue.2 , pp. 393-408
    • Gentner, D.1    Loewenstein, J.2    Thompson, L.3
  • 26
    • 84878964157 scopus 로고    scopus 로고
    • Comparison
    • Glatzeder B., Goel V., von Müller A., (eds), Heidelberg, Germany: Springer-Verlag, and,. edited by
    • Goldstone, R. L., S., Day, and J. Y., Son. 2010. “ Comparison.” In On Thinking: Towards a Theory of Thinking, edited by B., Glatzeder, V., Goel, and A., von Müller, 103–122. Heidelberg, Germany: Springer-Verlag. doi: 10.1007/978-3-642-03129-8_7.
    • (2010) On Thinking: Towards a Theory of Thinking , pp. 103-122
    • Goldstone, R.L.1    Day, S.2    Son, J.Y.3
  • 27
    • 85082935719 scopus 로고    scopus 로고
    • Feedback Literacies as Sociomaterial Practice
    • Gravett, K., 2020. “ Feedback Literacies as Sociomaterial Practice.” Critical Studies in Education. doi: 10.1080/17508487.2020.1747099.
    • (2020) Critical Studies in Education
    • Gravett, K.1
  • 28
    • 33947423406 scopus 로고    scopus 로고
    • The Power of Feedback
    • Hattie, J., and H., Timperley. 2007. “ The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi: 10.3102/003465430298487.
    • (2007) Review of Educational Research , vol.77 , Issue.1 , pp. 81-112
    • Hattie, J.1    Timperley, H.2
  • 29
    • 85018797303 scopus 로고    scopus 로고
    • Generating Explanations via Analogical Comparisons
    • Hoyos, C., and D., Gentner. 2017. “ Generating Explanations via Analogical Comparisons.” Psychonomic Bulletin & Review 24 (5): 1364–1374. doi: 10.3758/s13423-017-1289-5.
    • (2017) Psychonomic Bulletin & Review , vol.24 , Issue.5 , pp. 1364-1374
    • Hoyos, C.1    Gentner, D.2
  • 30
    • 79954622172 scopus 로고    scopus 로고
    • Students' Perceptions about Peer Assessment for Writing: Their Origin and Impact on Revision Work
    • Kaufman, J., and C., Schunn. 2011. “ Students' Perceptions about Peer Assessment for Writing: Their Origin and Impact on Revision Work.” Instructional Science 39 (3): 387–406. http://www.jstor.org/stable/23882808. doi: 10.1007/s11251-010-9133-6.
    • (2011) Instructional Science , vol.39 , Issue.3 , pp. 387-406
    • Kaufman, J.1    Schunn, C.2
  • 31
    • 0035639244 scopus 로고    scopus 로고
    • Learning by Analogical Bootstrapping
    • Kurtz, K. J., C. H., Miao, and D., Gentner. 2001. “ Learning by Analogical Bootstrapping.” Journal of the Learning Sciences 10 (4): 417–446. doi: 10.1207/S15327809JLS1004new_2.
    • (2001) Journal of the Learning Sciences , vol.10 , Issue.4 , pp. 417-446
    • Kurtz, K.J.1    Miao, C.H.2    Gentner, D.3
  • 34
    • 85092783435 scopus 로고    scopus 로고
    • The Power of giving feedback ad receiving feedback peer assessment All Ireland Journal of Teaching and Learning Higher Education, 11 (2): 1–17
    • Li, L., and V. Grion. 2019. “The Power of giving feedback ad receiving feedback in peer assessment”, All Ireland Journal of Teaching and Learning in Higher Education 11 (2): 1–17. https://ojs.aishe.org/index.php/aishe-j/article/view/413/671
    • (2019)
  • 35
    • 84937972751 scopus 로고    scopus 로고
    • Contrasting Case Instruction Can Improve Self-Assessment of Writing
    • Lin-Siegler, X., D., Shaenfield, and A. D., Elder. 2015. “ Contrasting Case Instruction Can Improve Self-Assessment of Writing.” Educational Technology Research and Development 63 (4): 517–537. doi: 10.1007/s11423-015-9390-9.
    • (2015) Educational Technology Research and Development , vol.63 , Issue.4 , pp. 517-537
    • Lin-Siegler, X.1    Shaenfield, D.2    Elder, A.D.3
  • 36
    • 84958108595 scopus 로고    scopus 로고
    • Mind the Gap! Students’ Use of Exemplars and Detailed Rubrics as Formative Assessment
    • Lipnevich, A. A., L. N., McCallen, K. P., Miles, and J. K., Smith. 2014. “ Mind the Gap! Students’ Use of Exemplars and Detailed Rubrics as Formative Assessment.” Instructional Science 42 (4): 539–559. doi: 10.1007/s11251-013-9299-9.
    • (2014) Instructional Science , vol.42 , Issue.4 , pp. 539-559
    • Lipnevich, A.A.1    McCallen, L.N.2    Miles, K.P.3    Smith, J.K.4
  • 37
    • 0033253617 scopus 로고    scopus 로고
    • Analogical Encoding Facilitates Knowledge Transfer in Negotiation
    • Loewenstein, J., L., Thompson, and D., Gentner. 1999. “ Analogical Encoding Facilitates Knowledge Transfer in Negotiation.” Psychonomic Bulletin & Review 6 (4): 586–597. doi: 10.3758/bf03212967.
    • (1999) Psychonomic Bulletin & Review , vol.6 , Issue.4 , pp. 586-597
    • Loewenstein, J.1    Thompson, L.2    Gentner, D.3
  • 38
    • 0037831335 scopus 로고    scopus 로고
    • Analogical Learning in Negotiation Teams: Comparing Cases Promotes Learning and Transfer
    • Loewenstein, J., L., Thompson, and D., Gentner. 2003. “ Analogical Learning in Negotiation Teams: Comparing Cases Promotes Learning and Transfer.” Academy of Management Learning & Education 2 (2): 119–127. doi: 10.5465/amle.2003.9901663.
    • (2003) Academy of Management Learning & Education , vol.2 , Issue.2 , pp. 119-127
    • Loewenstein, J.1    Thompson, L.2    Gentner, D.3
  • 39
    • 84941740762 scopus 로고    scopus 로고
    • Making Judgements: Investigating the Process of Composing and Receiving Peer Feedback
    • McConlogue, T., 2015. “ Making Judgements: Investigating the Process of Composing and Receiving Peer Feedback.” Studies in Higher Education 40 (9): 1495–1506. doi: 10.1080/03075079.2013.868878.
    • (2015) Studies in Higher Education , vol.40 , Issue.9 , pp. 1495-1506
    • McConlogue, T.1
  • 42
    • 0011608632 scopus 로고
    • The Impact of Evaluation Processes on Students
    • Natriello, G., 1987. “ The Impact of Evaluation Processes on Students.” Educational Psychologist 22 (2): 155–175. doi: 10.1207/s15326985ep2202_4.
    • (1987) Educational Psychologist , vol.22 , Issue.2 , pp. 155-175
    • Natriello, G.1
  • 43
    • 79955551589 scopus 로고    scopus 로고
    • From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education
    • Nicol, D., 2010. “ From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment & Evaluation in Higher Education 35 (5): 501–517. doi: 10.1080/02602931003786559.
    • (2010) Assessment & Evaluation in Higher Education , vol.35 , Issue.5 , pp. 501-517
    • Nicol, D.1
  • 44
    • 84890413561 scopus 로고    scopus 로고
    • Resituating Feedback from the Reactive to the Proactive
    • Boud D., Molloy E., (eds), Oxon: Routledge,. edited by
    • Nicol, D., 2013. “ Resituating Feedback from the Reactive to the Proactive.” In Feedback in Higher and Professional Education: Understanding It and Doing It Well, edited by D., Boud and E., Molloy, 34–49. Oxon: Routledge.
    • (2013) Feedback in Higher and Professional Education: Understanding It and Doing It Well , pp. 34-49
    • Nicol, D.1
  • 45
    • 84937783243 scopus 로고    scopus 로고
    • Guiding Principles of Peer Review: unlocking Learners’ Evaluative Skills
    • Kreber C., Anderson C., Entwistle N., McArthur J., (eds), Edinburgh: Edinburgh University Press,. edited by
    • Nicol, D., 2014. “ Guiding Principles of Peer Review: unlocking Learners’ Evaluative Skills.” In Advances and Innovations in University Assessment and Feedback, edited by C., Kreber, C., Anderson, N., Entwistle and J., McArthur. Edinburgh: Edinburgh University Press http://www.jstor.com/stable/10.3366/j.ctt14brxp5.16.
    • (2014) Advances and Innovations in University Assessment and Feedback
    • Nicol, D.1
  • 46
    • 85073943922 scopus 로고    scopus 로고
    • Reconceptualising Feedback as an Internal Not an External Process
    • Nicol, D., 2019. “ Reconceptualising Feedback as an Internal Not an External Process.” Italian Journal of Educational Research, Special Issue: 71–83. https://ojs.pensamultimedia.it/index.php/sird/article/view/3270.
    • (2019) Italian Journal of Educational Research, Special Issue , pp. 71-83
    • Nicol, D.1
  • 47
    • 85092781372 scopus 로고    scopus 로고
    • Competence Development and Portfolios: Promoting Reflection through Peer Review
    • –,. ojs.aishe.org/index.php/aishe-j/article/view/405/664
    • Nicol, D., A., Serbati, and M., Tracchi. 2019. “ Competence Development and Portfolios: Promoting Reflection through Peer Review.” All Ireland Journal of Higher Education 11 (2): 1–13. ojs.aishe.org/index.php/aishe-j/article/view/405/664.
    • (2019) All Ireland Journal of Higher Education , vol.11 , Issue.2 , pp. 1-13
    • Nicol, D.1    Serbati, A.2    Tracchi, M.3
  • 48
    • 84890351536 scopus 로고    scopus 로고
    • Rethinking Feedback Practices in Higher Education: A Peer Review Perspective
    • Nicol, D., A., Thomson, and C., Breslin. 2014. “ Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1): 102–122. doi: 10.1080/02602938.2013.795518.
    • (2014) Assessment & Evaluation in Higher Education , vol.39 , Issue.1 , pp. 102-122
    • Nicol, D.1    Thomson, A.2    Breslin, C.3
  • 49
    • 85092771705 scopus 로고    scopus 로고
    • 2020. Making Internal Feedback Explicit: Harnessing the comparisons students make during two-stage exams
    • Nicol, D., and G. Selvaretnam, G. 2020. “Making Internal Feedback Explicit: Harnessing the comparisons students make during two-stage exams. https://doi.org/10.31234/osf.io/jrc6y
  • 51
    • 33645227268 scopus 로고    scopus 로고
    • Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice
    • Nicol, D. J., and D., Macfarlane-Dick. 2006. “ Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218. doi: 10.1080/03075070600572090.
    • (2006) Studies in Higher Education , vol.31 , Issue.2 , pp. 199-218
    • Nicol, D.J.1    Macfarlane-Dick, D.2
  • 52
    • 85042510088 scopus 로고    scopus 로고
    • Fusing Self-Regulated Learning and Formative Assessment: A Roadmap of Where we Are, How we Got Here, and Where we Are Going
    • Panadero, E., H., Andrade, and S., Brookhart. 2018. “ Fusing Self-Regulated Learning and Formative Assessment: A Roadmap of Where we Are, How we Got Here, and Where we Are Going.” The Australian Educational Researcher 45 (1): 13–31. doi: 10.1007/s13384-018-0258-y.
    • (2018) The Australian Educational Researcher , vol.45 , Issue.1 , pp. 13-31
    • Panadero, E.1    Andrade, H.2    Brookhart, S.3
  • 53
    • 85057740026 scopus 로고    scopus 로고
    • Using Formative Assessment to Influence Self- and co-Regulated Learning: The Role of Evaluative Judgement
    • Panadero, E., J., Broadbent, D., Boud, and J. M., Lodge. 2019. “ Using Formative Assessment to Influence Self- and co-Regulated Learning: The Role of Evaluative Judgement.” European Journal of Psychology of Education 34 (3): 535–557. doi: 10.1007/s10212-018-0407-8.
    • (2019) European Journal of Psychology of Education , vol.34 , Issue.3 , pp. 535-557
    • Panadero, E.1    Broadbent, J.2    Boud, D.3    Lodge, J.M.4
  • 54
    • 84874015385 scopus 로고    scopus 로고
    • The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review
    • Panadero, E., and A., Jonsson. 2013. “ The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review.” Educational Research Review 9: 129–144. doi: 10.1016/j.edurev.2013.01.002.
    • (2013) Educational Research Review , vol.9 , pp. 129-144
    • Panadero, E.1    Jonsson, A.2
  • 55
    • 85084806811 scopus 로고    scopus 로고
    • Turning Self-Assessment into Self-Feedback
    • Henderson M., Ajjawi R., Boud D., Molloy E., (eds), Cham: Palgrave Macmillan, and,. edited by
    • Panadero, E., A., Lipnevich, and J., Broadbent. 2019. “ Turning Self-Assessment into Self-Feedback.” In The Impact of Feedback in Higher Education, edited by M., Henderson, R., Ajjawi, D., Boud, and E., Molloy. Cham: Palgrave Macmillan. doi: 10.1007/978-3-030-25112-3_9.
    • (2019) The Impact of Feedback in Higher Education
    • Panadero, E.1    Lipnevich, A.2    Broadbent, J.3
  • 57
    • 79960317966 scopus 로고    scopus 로고
    • The Power of Comparison in Learning and Instruction. Learning Outcomes Supported by Different Types of Comparisons
    • Rittle-Johnson, B., and J. R., Star. 2011. “ The Power of Comparison in Learning and Instruction. Learning Outcomes Supported by Different Types of Comparisons.” Psychology of Learning and Motivation 55: 199–225. doi: 10.1016/B978-0-12-387691-1.00007-7.
    • (2011) Psychology of Learning and Motivation , vol.55 , pp. 199-225
    • Rittle-Johnson, B.1    Star, J.R.2
  • 58
    • 85136736125 scopus 로고    scopus 로고
    • Feelings about Feedback: The Role of Emotions in Assessment for Learning
    • Carless D., Bridges S.M., Chan S.K.Y., Glofcheski R., (eds), Singapore: Springer,. edited by
    • Rowe, A. D., 2017. “ Feelings about Feedback: The Role of Emotions in Assessment for Learning.” In Scaling up Assessment for Learning in Higher Education, edited by D., Carless, S. M., Bridges, S. K. Y., Chan and R, Glofcheski, 159–172. Singapore: Springer.
    • (2017) In Scaling up Assessment for Learning in Higher Education , pp. 159-172
    • Rowe, A.D.1
  • 59
    • 13244291968 scopus 로고    scopus 로고
    • Improving Students Learning by Developing Their Understanding of Assessment Criteria and Processes
    • Rust, C., M. Price., and B. O’Donovan. 2003. “ Improving Students Learning by Developing Their Understanding of Assessment Criteria and Processes.” Assessment & Evaluation in Higher Education 28 (2): 147–164. doi: 10.1080/02602930301671.
    • (2003) Assessment & Evaluation in Higher Education , vol.28 , Issue.2 , pp. 147-164
  • 60
    • 85038089389 scopus 로고    scopus 로고
    • Feeling Feedback: Students’ Emotional Responses to Educator Feedback
    • Ryan, T., and M., Henderson. 2018. “ Feeling Feedback: Students’ Emotional Responses to Educator Feedback.” Assessment & Evaluation in Higher Education 43 (6): 880–892. doi: 10.1080/02602938.2017.1416456.
    • (2018) Assessment & Evaluation in Higher Education , vol.43 , Issue.6 , pp. 880-892
    • Ryan, T.1    Henderson, M.2
  • 61
    • 0039921137 scopus 로고
    • Formative Assessment and the Design of Instructional Systems
    • Sadler, D. R., 1989. “ Formative Assessment and the Design of Instructional Systems.” Instructional Science 18 (2): 119–144. doi: 10.1007/BF00117714.
    • (1989) Instructional Science , vol.18 , Issue.2 , pp. 119-144
    • Sadler, D.R.1
  • 62
    • 79955569491 scopus 로고    scopus 로고
    • Beyond Feedback: Developing Student Capability in Complex Appraisal
    • Sadler, D. R., 2010. “ Beyond Feedback: Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in Higher Education 35 (5): 535–550. doi: 10.1080/02602930903541015.
    • (2010) Assessment & Evaluation in Higher Education , vol.35 , Issue.5 , pp. 535-550
    • Sadler, D.R.1
  • 64
    • 3042827902 scopus 로고    scopus 로고
    • On Two Metaphors for Learning and the Danger of Choosing Just One
    • Sfard, A., 1998. “ On Two Metaphors for Learning and the Danger of Choosing Just One.” Educational Researcher 27 (2): 4–13. doi: 10.2307/1176193.
    • (1998) Educational Researcher , vol.27 , Issue.2 , pp. 4-13
    • Sfard, A.1
  • 65
    • 84857182449 scopus 로고    scopus 로고
    • Conceptualising Feedback Literacy: Knowing, Being, and Acting
    • Sutton, P., 2012. “ Conceptualising Feedback Literacy: Knowing, Being, and Acting.” Innovations in Education and Teaching International 49 (1): 31–40. doi: 10.1080/14703297.2012.647781.
    • (2012) Innovations in Education and Teaching International , vol.49 , Issue.1 , pp. 31-40
    • Sutton, P.1
  • 66
    • 85038114557 scopus 로고    scopus 로고
    • Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work
    • Tai, J., R., Ajjawi, D., Boud, P., Dawson, and E., Panadero. 2018. “ Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work.” Higher Education 76 (3): 467–481. doi: 10.1007/s10734-017-0220-3.
    • (2018) Higher Education , vol.76 , Issue.3 , pp. 467-481
    • Tai, J.1    Ajjawi, R.2    Boud, D.3    Dawson, P.4    Panadero, E.5
  • 67
    • 84871353872 scopus 로고    scopus 로고
    • Promoting Student Metacognition
    • Tanner, K. D., 2012. “ Promoting Student Metacognition.” CBE Life Sciences Education 11 (2): 113–120. doi: 10.1187/cbe.12-03-0033.
    • (2012) CBE Life Sciences Education , vol.11 , Issue.2 , pp. 113-120
    • Tanner, K.D.1
  • 68
    • 84863329274 scopus 로고    scopus 로고
    • Formative Assessment at the Crossroads: Conformative, Deformative and Transformative
    • Torrance, H., 2012. “ Formative Assessment at the Crossroads: Conformative, Deformative and Transformative.” Oxford Review of Education 38 (3): 323–342. doi: 10.1080/03054985.2012.689693.
    • (2012) Oxford Review of Education , vol.38 , Issue.3 , pp. 323-342
    • Torrance, H.1
  • 70
    • 84986220304 scopus 로고    scopus 로고
    • Supporting Learners' Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes
    • Winstone, N. E., R. A., Nash, M., Parker, and J., Rowntree. 2017. “ Supporting Learners' Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52 (1): 17–37. doi: 10.1080/00461520.2016.1207538.
    • (2017) Educational Psychologist , vol.52 , Issue.1 , pp. 17-37
    • Winstone, N.E.1    Nash, R.A.2    Parker, M.3    Rowntree, J.4
  • 72
    • 85068181147 scopus 로고    scopus 로고
    • Self-Assessment in the Process of Self-Regulated Learning and Its Relationship with Academic Achievement
    • Yan, Z., 2020. “ Self-Assessment in the Process of Self-Regulated Learning and Its Relationship with Academic Achievement.” Assessment & Evaluation in Higher Education 45 (2): 224–238. doi: 10.1080/02602938.2019.1629390.
    • (2020) Assessment & Evaluation in Higher Education , vol.45 , Issue.2 , pp. 224-238
    • Yan, Z.1
  • 73
    • 84996635661 scopus 로고    scopus 로고
    • A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment
    • Yan, Z., and G. T. L., Brown. 2017. “ A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment.” Assessment & Evaluation in Higher Education 42 (8): 1247–1262. doi: 10.1080/02602938.2016.1260091.
    • (2017) Assessment & Evaluation in Higher Education , vol.42 , Issue.8 , pp. 1247-1262
    • Yan, Z.1    Brown, G.T.L.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.