Uloga samovrednovanja u razvoju samoregulacije

10. Literatura za samostalno istraživanje

Andrade, H., Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment and Evaluation in Higher Education, 32(2), 159–181. 

Beck, A. P. (2025). Assessment of first-year medical student perceptions in the development of self-directed learning skills in a single medical school course. BMC Medical Education, 25, 340.

Bolívar-Cruz, A., Verano-Tacoronte, D., González-Betancor, S. M. (2015). Is university students’ self-assessment accurate? In M. Peris-Ortiz & J. Merigó Lindahl (Eds.), Sustainable Learning in Higher Education. Springer.

Boud, D. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413.

Boud, D., Lawson, R., Thompson, D. G. (2015). The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns. Higher Education Research & Development, 34(1), 45–59.

Boud, D., Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529–549.

Brown, G. T. L., Andrade, H., Chen, F. (2015). Accuracy in student self-assessment: Directions and cautions for research. Assessment in Education: Principles, Policy & Practice, 22(4), 444–457.

Busco, C., Dooner, C., d’Alencon, A. (2018). Universidad de Chile: Self-assessment and its effects on university’s management. Higher Education, 75, 431–447.

Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249.

De Grez, L., Valcke, M., Roozen, I. (2012). How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? Active Learning in Higher Education, 13(2), 129–142.

Dochy, F., Segers, M., Sluijsmans, D. (1999). The use of self-, peer- and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331–350.

Falchikov, N., Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395–430.

Gentle, D. P. (1994). Self-assessment using a computer-based system. Journal of Educational Computing Research, 11(3), 343–358.

González-Betancor, S. M., Bolívar-Cruz, A., Verano-Tacoronte, D. M. (2019). Self-assessment accuracy in higher education: The influence of gender and performance of university students. Active Learning in Higher Education, 20(2), 101–114.

Hassmén, P., Sams, M., Hunt, D. P. (1996). Self-assessment of learning: The impact on test performance. Psychology Learning & Teaching, 1(2), 95–100.

Ifenthaler, D. (2023). Investigating self-assessment use in higher education with learning analytics. Journal of Computer Assisted Learning.

Keith, S. Z. (1996). Self-assessment materials for use in portfolios. Primus, 6(3), 234–256.

Krebs, M. C., Rothstein, D., Roelle, J. (2022). Rubrics enhance accuracy and reduce cognitive load in self-assessment. British Journal of Educational Psychology, 92(3), 1315–1335.

Kumar, H., Xiao, R., Lawson, B., Musabirov, I., Shi, J., Wang, X., Luo, H., Williams, J., Rafferty, A., Stamper, J., Liut, M. (2024). Supporting self-reflection at scale with large language models: Insights from randomized field experiments in classrooms.

McNamara, M. J., Deane, D. (1995). Self-assessment activities: Toward language autonomy in language learning. The Language Teacher, 19(4), 14–17.

Panadero, E., Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. 

Panadero, E., Brown, G. T. L., Courtney, M. (2022). Students’ strategies during self-assessment: Feedback and rubrics effects. Assessment in Education, 29(1), 23–43. 

Radović, S., Seidel, N., Menze, D., Kasakowskij, R. (2023). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 39(1), 168–181.

Ramadhanti, D., Ghazali, A. S., Hasanah, M., Harsiati, T., Yanda, D. P. (2020). The use of reflective journal as a tool for monitoring of metacognition growth in writing. International Journal of Emerging Technologies in Learning, 15(11), 162–187.