Autoevaluación : connotaciones teóricas y prácticascuándo ocurre, cómo se adquiere y qué hacer para potenciarla en nuestro alumnado
- Panadero, Ernesto
- Alonso Tapia, Jesús
ISSN: 1696-2095
Año de publicación: 2013
Volumen: 11
Número: 30
Páginas: 551-576
Tipo: Artículo
Otras publicaciones en: Electronic journal of research in educational psychology
Referencias bibliográficas
- Alonso-Tapia, J. (2005). Motivar en la escuela, motivar en la familia. Madrid: Morata.
- Alonso-Tapia, J., y Panadero, E. (2010). Effect of self-assessment scripts on self-regulation and learning. Infancia y Aprendizaje, 33(3), 385-397.
- Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. J. Andrade y G. J. Cizek (Eds.), Handbook of Formative assessment (pp. 90-105). New York: Routledge.
- Andrade, H., y Valtcheva, A. (2009). Promoting learning and achievement through selfassessment. Theory Into Practice, 48(1), 12-19.
- 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
- Belfiore, P. J., y Hornyak, R. S. (1998). Operant theory and application of self-monitoring in adolescents. In D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 184-202). New York: Guilford Press.
- Biemiller, A., y Meichenbaum, D. (1992). The nature and nurture of the self-directed learner. Educational Leadership, 50(2), 75-80.
- Black, P., y Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7-73.
- Black, P., y Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. doi: 10.1007/s11092-008-9068-5
- Boekaerts, M., y Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199-210. doi: 10.1007/s10648-006-9013-4
- Boekaerts, M., y Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology-an International Reviewpsychologie Appliquee-revue Internationale, 54(2), 199-231.
- Boud, D. (1995a). What is learner self-assessment? In D. Boud (Ed.), Enhancing learning through self-assessment (pp. 11-23). New York: RoutledgeFalmer.
- Boud, D. (1995b). How does self-assessment relate to ideas about learning? In D. Boud (Ed.), Enhancing learning through self-assessment (pp. 24-35). New York: RoutledgeFalmer.
- Boud, D. (1995c). How can self-assessment be implemented? In D. Boud (Ed.), Enhancing learning through self-assessment (pp. 177-188). New York: RoutledgeFalmer.
- Boud, D., y Falchikov, N. (1989). Quantitative studies of student self-assessment in highereducation: A critical analysis of findings. Higher Education, 18(5), 529-549. doi: 10.1007/BF00138746
- Brown, G. T. L., y Harris, L. R. (2013). Student self-assessment. In J. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 367-393). Thousand Oaks, CA: SAGE.
- Deakin-Crick, R., Sebba, J., Harlen, W., Guoxing, Y., y Lawson, H. (2005). Systematic review of research evidence of the impact on students of self-and peer-assessment Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
- de la Fuente, J., y Justicia, F. (2007). The DEDEPRO Model for Regulating Teaching and Learning: recent advances. Electronic Journal of Research in Educational Psychology, 5(3), 535-564.
- de la Fuente, J., Zapata, L., Martínez-Vicente, J. M., Cardelle-Elawar, M., Sander, P., Justicia Justicia, F., Pichardo, M. C., y García-Berbén, A. B. (2012). Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales. Electronic Journal of Research in Educational Psychology, 10(2), 839-866.
- Deci, E. L., y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
- Dignath, C., Büttner, G., y Langfeldt, H. (2008). How can primary school students learn selfregulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129. doi: 10.1016/j.edurev.2008.02.003
- Dochy, F., Segers, M., y Sluijsmans, D. (1999). The use of self-, peer-and co-assessment in higher education. A review. Studies in Higher Education, 24(3), 331-350.
- Goodrich, H. W. (1996). Student self-assessment: At the intersection of metacognition and authentic assessment. (57), ProQuest Information y Learning, US.
- Goodrich, H. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education 4(4). Retrieved from http://cie.ed.asu.edu/volume4/number4/
- Greene, J. A., y Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372. doi: 10.3102/003465430303953
- Griffee, D. T. (1995). A longitudinal study of student feedback: Self-assessment, course evaluation and teacher evaluation. Alabama, US.
- Kostons, D., van Gog, T., y Paas, F. (2009). How do I do? Investigating effects of expertise and performance-process records on self-assessment. Applied Cognitive Psychology, 23(9), 1256-1265. doi: 10.1002/acp.1528
- 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
- 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.
- Lan, W. Y. (1998). Teaching self-monitoring skills in statistics. In D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press.
- McCaslin, M., y Hickey, D. T. (2001). Educational psychology, social constructivism, and educational practice: A case of emergent identity. Educational Psychologist, 36(2), 133-140.
- McCombs, B. L. (2001). Self-regulated learning and academic achievement: A phenomenological view. In B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 67-124). New York: Lawrence Erlbaum.
- Noonan, B., y Duncan, C. R. (2005). Peer and self-assessment in high schools. Practical Assessment, Research y Evaluation, 10(17), 1-8. http://pareonline.net/getvn.asp?v=10yn=17
- Panadero, E. (2011). Ayudas instruccionales a la autoevaluación y la autorregulación: Evaluación de eficacia de guiones de autoevaluación frente a la de las rúbricas. (Trabajo para la obtención del título de Doctor), Universidad Autónoma de Madrid, Madrid.
- Panadero, E. (En preparación). Survey on the implementation of formative assessment. A Spanish national study.
- Panadero, E., Alonso-Tapia, J., y Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy 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. (2013). Rubrics vs. self-assessment scripts: Effects on first year university students' self-regulation and performance. Infancia y Aprendizaje, 36 (3).
- 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. doi: 10.1016/j.stueduc.2013.04.001
- Pardo, A., y Alonso-Tapia, J. (1990). Motivar en el aula. Madrid: Servicio de Publicaciones. Universidad Autónoma de Madrid.
- Paris, S. G., y Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
- Puustinen, M., y Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286. doi: 10.1080/00313830120074206
- Segers, M., Dochy, F., y Cascallar, E. (2003). Optimising new modes of assessment: In search of qualities and standards. Boston: Kluwer Academic Publishers.
- Sitzmann, T., y Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95(1), 132-144.
- Tan, K. H. K. (2012). Student self-assessment. Assessment, learning and empowerment. Singapore: Research Publishing.
- 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.
- 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' selfregulated learning competence. Computers in Human Behavior, 20, 551-567.
- 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.
- Wirth, J. (2009). Promoting self-regulated learning through prompts. Zeitschrift Fur Padagogische Psychologie, 23(2), 91-94. doi: 10.1024/1010-0652.23.2.91
- Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-40).
- Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated learning and academic achievement (Second ed., pp. 1-37). New York: Lawrence Erlbaum Associates.
- Zimmerman, B. J., y Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky y A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299-315). New York: Routledge.