Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
1 reference
-
- Vol 4 TE: App C
- Vol 5 TE: App C
self-assessmentformative assessmentassessment criteriaquality exemplarsfeedback usereflective judgementrubricsimprovement cyclesJournal article Evidence summaryAt a glance
Panadero and Alonso-Tapia explain student self-assessment through two complementary traditions: self-regulated learning and formative assessment. They define self-assessment as a qualitative judgement of one’s learning process or product against explicit criteria, distinguishing it from merely assigning oneself a grade.
Key ideas
The review describes how monitoring, comparison with standards, feedback, and subsequent action can help learners regulate cognition, motivation, and performance. It also examines developmental and instructional conditions under which students acquire these capabilities. Self-assessment is not assumed to be naturally accurate or automatically beneficial; learners need understandable criteria, exemplars, modelling, practice, external feedback, and opportunities to revise. Techniques such as rubrics, scripts, prompts, and structured reflection can make the process visible, but their value depends on how teachers introduce and use them.
Why it matters
For classroom practice, the central implication is to embed self-assessment within an improvement cycle: clarify quality, elicit a reasoned judgement, compare perspectives, and require a concrete next step rather than treating self-rating as an endpoint.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway