Rúbricas y guiones de autoevaluaciónefectos sobre la autorregulación y el rendimiento de estudiantes universitarios de primer año

  1. Panadero, Ernesto
  2. Alonso Tapia, Jesús
  3. Huertas Martínez, Juan Antonio
Revue:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702 1578-4126

Année de publication: 2014

Volumen: 37

Número: 1

Pages: 164-183

Type: Article

DOI: 10.1080/02103702.2014.881655 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Journal for the Study of Education and Development, Infancia y Aprendizaje

Objectifs de Développement Durable

Références bibliographiques

  • Alonso-Tapia, J., Huertas, J.A., Ruiz, M.A., On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory (2010) The Spanish Journal of Psychology, 13 (1), pp. 232-243
  • Alonso-Tapia, J., Panadero, E., Effect of self-assessment scripts on self-regulation and learning (2010) Infancia y Aprendizaje, 33 (3), pp. 385-397
  • Alonso-Tapia, J., Panadero, E., Ruiz, M.A., Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q): Intertwined effects between self-regulation styles and classroom motivational climate (2014) Spanish Journal of Psychology
  • Andrade, H., Du, Y., Student perspectives on rubric-referenced assessment (2005) Practical Assessment, Research & Evaluation, 10 (3), pp. 1-11
  • Andrade, H., Du, Y., Wang, X., Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing (2008) Educational Measurement: Issues and Practices, 27 (2), pp. 3-13
  • Andrade, H., Valtcheva, A., Promoting learning and achievement through self-assessment (2009) Theory Into Practice, 48 (1), pp. 12-19
  • Andrade, H., Wang, X.L., Du, Y., Akawi, R.L., Rubric-referenced self-assessment and self-efficacy for writing (2009) Journal of Educational Research, 102 (4), pp. 287-301
  • Bannert, M., Promoting self-regulated learning through prompts (2009) Zeitschrift Fur Padagogische Psychologie, 23 (2), pp. 139-145
  • Berry, J.W., Chew, S.L., Improving learning through interventions of student-generated questions and concept maps (2008) Teaching of Psychology, 35 (4), pp. 305-312
  • Berthold, K., Nückles, M., Renkl, A., Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts (2007) Learning and Instruction, 17 (5), pp. 564-577
  • Boekaerts, M., Corno, L., Self-regulation in the classroom: A perspective on assessment and intervention (2005) Applied Psychology-an International Review-psychologie Appliquee-revue Internationale, 54 (2), pp. 199-231
  • Falchikov, N., Boud, D., Student self-assessment in higher education: A meta-analysis (1989) Review of Educational Research, 59 (4), pp. 395-430
  • Halonen, J.S., Bosack, T., Clay, S., McCarthy, M., Dunn, D.S., Hill, I.G.W., Whitlock, K., A rubric for learning, teaching, and assessing scientific inquiry in psychology (2003) Teaching of Psychology, 30 (3), pp. 196-208
  • Jacobs-Lawson, J.M., Hershey, D.A., Concept maps as an assessment tool in psychology courses (2002) Teaching of Psychology, 29 (1), pp. 25-29
  • Jonsson, A., Svingby, G., The use of scoring rubrics: Reliability, validity and educational consequences (2007) Educational Research Review, 2, pp. 130-144
  • Kramarski, B., Dudai, V., Group-metacognitive support for online inquiry in mathematics with differential self-questioning (2009) Journal of Educational Computing Research, 40 (4), pp. 377-404
  • Kramarski, B., Michalsky, T., Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge (2009) Educational Research and Evaluation: An International Journal on Theory and Practice, 15 (5), pp. 465-485
  • Kramarski, B., Michalsky, T., Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge (2010) Learning and Instruction, 20 (5), pp. 434-447
  • Kyndt, E., Dochy, F., Struyven, K., Cascallar, E., The perception of workload and task complexity and its influence on students’ approaches to learning: A study in higher education (2011) European Journal of Psychology of Education, 26 (3), pp. 339-415
  • Mateos, M., Villalón, R., de Dios, M.J., Martín, E., Reading and writing tasks on different university degree courses: what do the students say they do? (2007) Studies in Higher Education, 32 (4), pp. 489-510
  • Pajares, F., Motivational role of self-efficacy beliefs in self-regulated learning (2008) Motivation and self-regulated learning. Theory, research and applications, pp. 111-168. , Schunk D.H., Zimmerman B.J., (eds), New York: Lawrence Erlbaum Associates
  • Panadero, E., (2011) Instructional help for self-assessment and self-regulation: Evaluation of the efficacy of self-assessment scripts vs. rubrics, , (Unpublished doctoral dissertation), Universidad Autónoma de Madrid, Madrid, España:
  • Panadero, E., Alonso-Tapia, J., Revisión sobre autoevaluación educativa: evidencia empírica de su implementación a través de la autocalificación sin criterios de evaluación, rúbricas y guiones (2013) Revista de Investigación en Educación, 112, pp. 172-197
  • Panadero, E., Alonso-Tapia, J., Huertas, J.A., Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education (2012) Learning and Individual Differences(0)
  • Panadero, E., Alonso-Tapia, J., Reche, E., Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013) Studies In Educational Evaluation, 39 (3), pp. 125-132
  • Panadero, E., Jonsson, A., The use of scoring rubrics for formative assessment purposes revisited: A review (2013) Educational Research Review, 9, pp. 129-144. , http://dx.doi.org/10.1016/j.edurev.2013.01.002
  • Pintrich, P.R., A conceptual framework for assessing motivation and self-regulated learning in college students (2004) Educational Psychology Review, 16 (4), pp. 385-407
  • Puustinen, M., Pulkkinen, L., Models of self-regulated learning: A review (2001) Scandinavian Journal of Educational Research, 45 (3), pp. 269-286
  • Reddy, Y.M., Andrade, H., A review of rubric use in higher education (2010) Assessment & Evaluation In Higher Education, 35 (4), pp. 435-448
  • Reitmeier, C.A., Vrchota, D.A., Self-assessment of oral communication presentations in food science and nutrition (2009) Journal of Food Science Education, 8 (4), pp. 88-92
  • Reynolds-Keefer, L., Rubric-referenced assessment in teacher preparation: An opportunity to learn by using (2010) Practical Assessment Research & Evaluation, 15 (8). , http://pareonline.net/getvn.asp?v=15&n=8, Retrieved from
  • Sadler, P.M., Good, E., The impact of self- and peer-grading on student learning (2006) Educational Assessment, 11 (1), pp. 1-31
  • Samuelstuen, M.S., Bråten, I., Examining the validity of self-reports on scales measuring students’ strategic processing (2007) British Journal of Educational Psychology, 77 (2), pp. 351-378
  • Taras, M., Student self-assessment: Processes and consequences (2010) Teaching in Higher Education, 15 (2), pp. 199-209
  • Torenbeek, M., Jansen, E., Hofman, A., The effect of the fit between secondary and university education on first-year student achievement (2010) Studies in Higher Education, 35 (6), pp. 659-675
  • van Dinther, M., Dochy, F., Segers, M., Factors affecting students’ self-efficacy in higher education (2010) Educational Research Review, 6 (2), pp. 95-108
  • Winne, P.H., Hadwin, A.F., Studying as self-regulated engagement in learning (1998) Metacognition in educational theory and practice, pp. 277-304. , Hacker D., Dunlosky J., Graesser A., (eds), Hillsdale, NJ: Erlbaum
  • Wolters, C.A., Self-regulated learning and college students’ regulation of motivation (1998) Journal of Educational Psychology, 90 (2), pp. 224-235
  • Zimmerman, B.J., Attaining self-regulation: A social cognitive perspective (2000) Handbook of self-regulation, pp. 13-40. , Boekaerts M., Pintrich P.R., Zeidner M., (eds), San Diego, CA: Academic Press
  • Zimmerman, B.J., Kitsantas, A., The hidden dimension of personal competence: Self-Regulated learning and practice (2005) Handbook of competence and motivation, pp. 509-526. , Elliot A.J., Dweck C.S., (eds), New York: Guilford Press
  • Zimmerman, B.J., Moylan, A.R., Self-regulation: Where metacognition and motivation intersect (2009) Handbook of Metacognition in Education, pp. 299-315. , Hacker D.J., Dunlosky J., Graesser A.C., (eds), New York: Routledge