Revisión sobre autoevaluación educativaevidencia empírica de su implementación a través de la autocalificación sin criterios de evaluación, rúbricas y guiones

Bibliographische Referenzen

• Alonso-Tapia, J. y Panadero, E. (2010). Effect of self-assessment scripts on self-regulation and learning. Infancia y Aprendizaje, 33 (3), 385397.
• Alonso-Tapia, J., Panadero, E. y Ruiz, M.A. (2014). Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q): Intertwined effects between selfregulation styles and classroom motivational climate. Spanish Journal of Psychology, 17.
• Andrade, H. (2010). Students as the definitive source of formative assessment: Academic selfassessment and the self-regulation of learning. In H. J. Andrade y G. J. Cizek (Eds.), Handbook of Formative assessment. New York: Routledge.
• Andrade, H., Buff, C., Terry, J., Erano, M. y Paolino, S. (2009). Assessment-driven improvements in middle school students’ writing. Middle School Journal, 40 (4), 4-12.
• Andrade, H. y Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10 (3), 111. http://pareonline.net/getvn.asp?v=10yn=3
• Andrade, H., Du, Y. y Mycek, K. (2010). Rubricreferenced self-assessment and middle school students' writing. Assessment in Education: Principles, Policy & Practice, 17 (2), 199-214. doi: 10.1080/09695941003696172
• Andrade, H., Du, Y. y Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced selfassessment on elementary school students’ writing. Educational Measurement: Issues and Practices, 27 (2).
• Andrade, H. y Valtcheva, A. (2009). Promoting learning and achievement through selfassessment. Theory Into Practice, 48 (1), 12-19.
• Andrade, H., Wang, X.L., Du, Y. y Akawi, R.L. (2009). Rubric-referenced self-assessment and self-efficacy for writing. Journal of Educational Research, 102 (4), 287-301.
• Atkinson, R.K., Renkl, A. y Merrill, M.M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95 (4), 774-783. doi: 10.1037/0022-0663.95.4.774
• Bannert, M. (2009). Promoting self-regulated learning through prompts. Zeitschrift Fur Padagogische Psychologie, 23 (2), 139-145. doi: 10.1024/1010-0652.23.2.139
• Bannert, M., Hildebrand, M. y Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25 (4), 829-835. doi: 10.1016/j.chb.2008.07.002
• Berthold, K., Nückles, M. y Renkl, A. (2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction, 17 (5), 564-577. doi: 10.1016/j.learninstruc.2007.09.007
• Black, P. y Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan.
• Boekaerts, M. y Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology-an International Review-psychologie Appliqueerevue Internationale, 54 (2), 199-231.
• Boud, D. (1995). What is learner self-assessment? En D. Boud (Ed.). Enhancing learning through self-assessment (pp. 11-23). New York: RoutledgeFalmer.
• Boud, D. y Falchikov, N. (1989). Quantitative studies of student self-assessment in higher-education: A critical analysis of findings. Higher Education, 18 (5), 529-549. doi: 10.1007/BF00138746
• Brown, G.T.L. Glasswell, K. y Harland, D. (2004). Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing, 9 (2), 105-121. doi: 10.1016/j.asw.2004.07.001
• Cooper, H. (2010). Research synthesis and metaanalysis. Thousand Oaks, California: SAGE.
• Deci, E. L. y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Dignath, C. y Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231-264. doi: 10.1007/s11409-008-9029-x
• Dochy, F. (2006). A guide for writing scholarly articles or reviews for the Educational Research Review. Educational Research Review. http://www.journals.elsevier.com/educationalresearch-review/
• Dochy, F., Segers, M. y Sluijsmans, D. (1999). The use of self-, peerand co-assessment in higher education. A review. Studies in Higher Education, 24 (3), 331-350.
• Dreher, M.J. y Brown, R.F. (1993). Planning prompts and indexed terms in textbook search tasks. Journal of Educational Psychology, 85 (4), 662-669.
• Elischberger, H.B., y Roebers, C.M. (2001). Improving young children's free narratives about an observed event: The effects of nonspecific verbal prompts. International Journal of Behavioral Development, 25 (2), 160-166.
• Ertl, B., Fischer, F. y Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers & Education, 47, 298-315.
• Falchikov, N. y Boud, D. (1989). Student selfassessment in higher education: A metaanalysis. Review of Educational Research, 59 (4), 395-430.
• Ge, X. y Land, S.M. (2001, November). Scaffolding students’ problem-solving processes on an illstructured task using questions prompts and peer interactions. Paper presented at the National Convention of the Association for Educational Communications and Technology, Atlanta.
• Goodrich Andrade, H. (1996). Understanding rubrics. Educational Leadership.
• Goodrich Andrade, H. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education, 4 (4). http://cie.ed.asu.edu/volume4/number4/
• Goodrich Andrade, H. y Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97 (1), 21-34.
• Goodrich, H.W. (1996). Student self-assessment: At the intersection of metacognition and authentic assessment. (57), ProQuest Information y Learning, US.
• Green, R. y Bowser, M. (2006). Observations from the field: Sharing a literature review rubric. Journal of Library Administration, 45 (1), 185202. doi: 10.1300/J111v45n01_10
• Grofle, C.S. y Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and Instruction, 17 (6), 612-634. doi: 10.1016/j.learninstruc.2007.09.008
• Hafner, O.C., y 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. doi: 10.1080/0950069022000038268
• Jonsson, A. y Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144.
• Kitsantas, A., Reiser, R.A. y Doster, J. (2004). Developing self-regulated learners: Goal setting, self-evaluation. The Journal of Experimental Education, 72 (4), 269-287.
• Kollar, I., Fischer, F. y Slotta, J.D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17 (6), 708-721. doi: 10.1016/j.learninstruc.2007.09.021
• Kostons, D., Van Gog, T. y Paas, F. (2009). How do I do? Investigating effects of expertise and performance-process records on selfassessment. Applied Cognitive Psychology, 23 (9), 1256-1265. doi: 10.1002/acp.1528
• Kramarski, B. y Dudai, V. (2009). Groupmetacognitive support for online inquiry in mathematics with differential self-questioning. Journal of Educational Computing Research, 40 (4), 377-404.
• Kramarski, B. y Michalsky, T. (2009). Three metacognitive approaches to training preservice teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation: An International Journal on Theory and Practice, 15 (5), 465 485.
• Kramarski, B. y Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20 (5), 434-447. doi: 10.1016/j.learninstruc.2009.05.003
• Revista de Investigación en Educación. ISSN: 1697‐5200 / eISSN 2172‐3427 | 196
• Kramarski, B. y Zeichner, O. (2001). Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning. Educational Media International, 38 (2), 77-82.
• Kruger, J. y Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated selfassessments. Journal of Personality and Social Psychology, 77 (6), 1121-1134.
• Landrum, R.E. (1999). Student expectations of grade inflation. Journal of Research and Development in Education, 32 (2), 124-128.
• Lejk, M. y Wyvill, M. (2001). The effect of the inclusion of self-assessment with peer assessment of contributions to a group project: A quantitative study of secret and agreed assessments. Assessment & Evaluation In Higher Education, 26 (6), 551-561.
• McCormick, M.J., Dooley, K.E., Lindner, J.R. y Cummins, R.L. (2007). Perceived growth versus actual growth in executive leadership competencies: An application of the stair-step behaviorally anchored evaluation approach. Journal of Agricultural Education, 48 (2), 2335.
• McDonald, B. y Boud, D. (2003). The impact of selfassessment on achievement: The effects of selfassessment training on performance in external examinations. Assessment in Education: Principles, Policy & Practice, 10 (2), 209-220.
• Montague, M. (2007). Self-regulation and mathematics instruction. Learning disabilities Research & Practice, 22 (1), 75-83.
• Nicol, D. y McFarlane-Dick, D. (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
• Noonan, B. y Duncan, C.R. (2005). Peer and selfassessment in high schools. Practical Assessment, Research & Evaluation, 10 (17). http://pareonline.net/getvn.asp?v=10yn=17
• Panadero, E. (2011). Instructional help for selfassessment and self-regulation: Evaluation of the efficacy of self-assessment scripts vs. rubrics. (Tesis), Departamento de Psicología Básica, Universidad Autónoma de Madrid, España.
• Panadero, E. y Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9 (0), 129-144. doi: http://dx.doi.org/10.1016/j.edurev.2013.01.002
• Panadero, E., Alonso-Tapia, J. y Huertas, J.A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and selfefficacy in secondary education. Learning and Individual Differences, 22 (6), 806-813. doi: 10.1016/j.lindif.2012.04.007
• Panadero, E., Alonso-Tapia, J. y Huertas, J.A. (2014). Rubrics vs. self-assessment scripts: Effects on first year university students’ selfregulation and performance. Infancia y Aprendizaje, 37 (1).
• Panadero, E., Alonso-Tapia, J. y Reche, E. (2013). Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers. Studies in Educational Evaluation, 39 (3), 125-132. doi: 10.1016/j.stueduc.2013.04.001
• Petkov, D. y Petkova, O. (2006). Development of scoring rubrics for IS projects as an assessment tool. Issues in Informing Science and Information Technology, 3, 499-510.
• Reddy, Y.M. (2007). Effects of rubrics on enhancement of student learning. Educate, 7 (1), 3-17.
• Reitmeier, C.A., y Vrchota, D.A. (2009). Selfassessment of oral communication presentations in food science and nutrition. Journal of Food Science Education, 8 (4), 8892.
• Reynolds-Keefer, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment Research & Evaluation, 15 (8). http://pareonline.net/getvn.asp?v=15yn=8
• Sadler, P.M. y Good, E. (2006). The impact of selfand peer-grading on student learning. Educational Assessment, 11 (1), 1-31.
• Schafer, W.D., Swanson, G., Bené, N. y Newberry, G. (2001). Effects of teacher knowledge of rubrics on student achievement in four content areas. Applied Measurement in Education, 14 (2), 151-170.
• Schamber, J.F. y Mahoney, S.L. (2006). Assessing and improving the quality of group critical thinking exhibited in the final projects of collaborative learning groups. The Journal of General Education, 55 (2), 103-137. doi: 10.1353/jge.2006.0025
• Schworn, S. y Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99 (2), 285-296. doi: 10.1037/0022-0663.99.2.285
• Simon, M. y Forgette-Giroux, R. (2001). A rubric for scoring postsecondary academic skills. Practical Assessment Research & Evaluation, 7 (18). http://PAREonline.net/getvn.asp?v=7yn=18
• Tan, K.H.K. (2012). Student self-assessment. Assessment, learning and empowerment. Singapore: Research Publishing.
• Taras, M. (2008). Issues of power and equity in two models of self-assessment. Teaching in Higher Education, 13 (1), 81-92. doi: 10.1080/13562510701794076
• Taras, M. (2010). Student self-assessment: Processes and consequences. Teaching in Higher Education, 15 (2), 199-209. doi: 10.1080/13562511003620027
• Thillmann, H., Kunsting, J., Wirth, J. y Leutner, D. (2009). Is it merely a question of "What" to prompt or also "When" to prompt? The role of point of presentation time of prompts in self regulated learning. Zeitschrift Fur Padagogische Psychologie, 23 (2), 105-115. doi: 10.1024/1010-0652.23.2.105
• Van den Boom, G., Paas, F., Merriënboer, J.J.G. y Van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students’ self-regulated learning competence. Computers in Human Behavior, 20, 551-567.
• Ward, M., Gruppen, L. y Regehr, G. (2002). Measuring self-assessment: Current state of the art. Advances in Health Sciences Education, 7 (1), 63-81.
• Winne, P.H., y Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In D. Hacker, J. Dunlosky y A. Graesser (Eds.). Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Erlbaum.
• Winne, P.H., y Jamieson-Noel, D. (2003). Selfregulating studying by objectives for learning: Students' reports compared to a model. Contemporary Educational Psychology, 28 (3), 259-276.
• Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.). Handbook of self-regulation (pp. 13-40). San Diego, California: Academic Press