Alonso-Tapia, J., & Panadero, E. (2010). Effect of self-assessment scripts on self-regulation and learning. Infancia y Aprendizaje: Journal for the Study of Education and Development, 33(3), 385–397. doi:10.1174/021037010792215145.
Alonso-Tapia, J., & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16(4), 295–309. doi:10.1016/j.learninstruc.2006.07.002.
American Educational Research Association (AERA), American Psychological Association (APA), & National Council for Measurement in Education (NCME). (1999). Standards for educational & psychological testing. Washington: American Educational Research Association.
Andrade, H. L. (2010). Students as the definitive source of formative assessment: academic self-assessment and the self-regulation of learning. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 90–105). New York: Routledge.
Andrade, H., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10(3), 1-11. Retrieved from http://pareonline.net/getvn.asp?v=10&n=3
Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48(1), 12–19. doi:10.1080/00405840802577544.
Andrade, H., Wang, X. L., Du, Y., & Akawi, R. L. (2009). Rubric-referenced self-assessment and self-efficacy for writing. Journal of Educational Research, 102(4), 287–301.
Andrade, H., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199–214. doi:10.1080/09695941003696172.
Baars, M., Vink, S., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning & Instruction, 33, 92–107. doi:10.1016/j.learninstruc.2014.04.004.
Baumeister, R. F., Alquist, J. L., & Vohs, K. D. (2015). Illusions of learning: irrelevant emotions inflate judgments of learning. Journal of Behavioral Decision Making, 28(2), 149–158. doi:10.1002/bdm.1836.
Berry, R. (2011). Assessment reforms around the world. In R. Berry & B. Adamson (Eds.), Assessment reform in education: policy and practice (pp. 89–102). Dordrecht: Springer.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7–73. doi:10.1080/0969595980050102.
Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 408–425). New York: Routledge.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: a perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. doi:10.1111/j.1464-0597.2005.00205.x.
Boud, D., & Brew, A. (1995). Developing a typology for learner self-assessment practices. Research and Development in Higher Education, 18, 130–135.
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. doi:10.1007/BF00138746.
Boud, D., Lawson, R., & Thompson, D. G. (2013). Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation In Higher Education, 38(8), 941–956. doi:10.1080/02602938.2013.769198.
Boud, D., Lawson, R., & Thompson, D. G. (2015). The calibration of student judgment through self-assessment: disruptive effects of assessment patterns. Higher Education Research & Development, 34(1), 45–59. doi:10.1080/07294360.2014.934328.
Bourke, R. (2014). Self-assessment in professional programmes within tertiary institutions. Teaching in Higher Education, 19(8), 908–918. doi:10.1080/13562517.2014.934353.
Brennan, R. L. (Ed.). (2006). Educational measurement. Westport: Praeger.
Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 367–393). Thousand Oaks: Sage.
Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: reframing self-assessment as a core competency. Frontline Learning Research, 3, 22–30. doi:10.14786/flr.v2i1.24.
Brown, G. T. L., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. F. (2009a). Use of interactive–informal assessment practices: New Zealand secondary students’ conceptions of assessment. Learning and Instruction, 19(2), 97–111. doi:10.1016/j.learninstruc.2008.02.003.
Brown, G. T. L., Peterson, E. R., & Irving, S. E. (2009b). Beliefs that make a difference: adaptive and maladaptive self-regulation in students’ conceptions of assessment. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.), Student perspectives on assessment: what students can tell us about assessment for learning (pp. 159–186). Charlotte: Information Age Publishing.
Brown, G. T. L., Andrade, H. L., & Chen, F. (2015). Accuracy in student self-assessment: directions and cautions for research. Assessment in Education: Principles, Policy and Practice. doi:10.1080/0969594X.2014.996523.
Butler, R. (2011). Are positive illusions about academic competence always adaptive, under all circumstances: new results and future directions. International Journal of Educational Research, 50(4), 251–256. doi:10.1016/j.ijer.2011.08.006.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3), 245–281. doi:10.3102/00346543065003245.
Cao, L., & Nietfeld, L. J. (2005). Judgment of learning, monitoring accuracy, and student performance in the classroom context. Current Issues in Education, 8(4). Retrieved from http://cie.ed.asu.edu/volume8/number4/
Connell, J. P., & Ilardi, B. C. (1987). Self-system concomitants of discrepancies between children’s and teachers’ evaluations of academic competence. Child Development, 58(5), 1297–1307. doi:10.2307/1130622.
Cowie, B. (2009). My teacher and my friends helped me learn: student perceptions and experiences of classroom assessment. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 85–105). Charlotte: Information Age Publishing.
Dinsmore, D. L., & Wilson, H. E. (2015). Student participation in assessment: does it influence self-regulation? In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social factors in assessment (pp. 1–43). New York: Routledge.
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. doi:10.1080/03075079912331379935.
Dunlosky, J., & Nelson, T. O. (1994). Does the sensitivity of Judgments of Learning (JOL) to the effects of various study activities depend on when the JOLs occur? Journal of Memory and Language, 33, 545–565. doi:10.1006/jmla.1994.1026.
Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3), 83–87. doi:10.1111/1467-8721.01235.
Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106. doi:10.1111/j.1529-1006.2004.00018.x.
Fabriz, S., Dignath-van Ewijk, C., Poarch, G., & Büttner, G. (2013). Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses. European Journal of Psychology of Education, 1-17. doi:10.1007/s10212-013-0196-z.
Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: a meta-analysis. Review of Educational Research, 59(4), 395–430. doi:10.3102/00346543059004395.
Finn, B., & Metcalfe, J. (2014). Overconfidence in children’s multi-trial judgments of learning. Learning & Instruction, 32, 1–9. doi:10.1016/j.learninstruc.2014.01.001.
Gao, M. (2009). Students’ voices in school-based assessment of Hong Kong: a case study. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 107–130). Charlotte: Information Age Publishing.
Geisinger, K. F. (Ed.). (2010). APA handbook of testing and assessment in psychology. Washington: APA.
Glaser, C., Kessler, C., Palm, D., & Brunstein, J. C. (2010). Improving fourth graders’ self-regulated writing skills: specialized and shared effects of process-oriented and outcome-related self-regulation procedures on students’ task performance, strategy use, and self-evaluation. Zeitschrift Fur Padagogische Psychologie, 24(3-4), 177–190.
Goodrich, H. W. (1996). Student self-assessment: at the intersection of metacognition and authentic assessment. (57). USA: ProQuest Information & Learning.
Goodrich Andrade, H., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. The Journal of Educational Research, 97(1), 21–34. doi:10.1080/00220670309596625.
Griffiths, M., & Davies, C. (1993). Learning to learn: action research from an equal opportunities perspective in a junior school. British Educational Research Journal, 19(1), 43–58. doi:10.1080/0141192930190104.
Hadwin, A. F., & Webster, E. A. (2013). Calibration in goal setting: examining the nature of judgments of confidence. Learning & Instruction, 24, 37–47. doi:10.1016/j.learninstruc.2012.10.001.
Harris, L. R., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education, 36, 101–111. doi:10.1016/j.tate.2013.07.008.
Hattie, J. (2009). Visible learning: a synthesis of meta-analyses in education. London: Routledge.
Hattie, J. (2013). Calibration and confidence: where to next? Learning & Instruction, 24, 62–66. doi:10.1016/j.learninstruc.2012.05.009.
Hattie, J. A., & Brown, G. T. L. (2010). Assessment and evaluation. In C. Rubie-Davies (Ed.), Educational psychology: concepts, research and challenges (pp. 102–117). Abingdon: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487.
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2-3), 61–83. doi:10.1017/S0140525X0999152X.
Joint Committee on Standards for Educational Evaluation. (2003). The student evaluation standards: how to improve evaluations of students. Thousand Oaks: Corwin Press.
Kahneman, D. (2011). Thinking, fast and slow. London: Penguin Books.
Kane, M. T. (2006). Validation. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 17–64). Westport: Praeger.
Kirby, N. F., & Downs, C. T. (2007). Self-assessment and the disadvantaged student: Potential for encouraging self-regulated learning? Assessment & Evaluation in Higher Education, 32(4), 475–494. doi:10.1080/02602930600896464.
Koriat, A., Sheffer, L., & Ma’ayan, H. (2002). Comparing objective and subjective learning curves: judgments of learning exhibit increased underconfidence with practice. Journal of Experimental Psychology. General, 131(2), 147–162. doi:10.1037//0096-34220.127.116.11.
Kostons, D. (2010). On the role of self‐assessment and task‐selection skills in self‐regulated learning. Open University.
Kostons, D., van Gog, T., & 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.
Kostons, D., van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: a cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121–132. doi:10.1016/j.learninstruc.2011.08.004.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134. doi:10.1037/0022-3518.104.22.1681.
Lan, W. Y. (1998). Teaching self-monitoring skills in statistics. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: from teaching to self-reflective practice (pp. 86–105). New York: Guilford Press.
Leach, L. (2012). Optional self-assessment: some tensions and dilemmas. Assessment & Evaluation in Higher Education, 37(2), 137–147. doi:10.1080/02602938.2010.515013.
Ley, K., & Young, D. (2001). Instructional principles for self-regulation. Educational Technology Research and Development, 49(2), 93–103. doi:10.1007/BF02504930.
Lindblom-Ylänne, S., Pihlajamäki, H., & Kotkas, T. (2006). Self-, peer- and teacher-assessment of student essays. Active Learning in Higher Education, 7(1), 51–62. doi:10.1177/1469787406061148.
Maul, A., Torres Irribarra, D., & Wilson, M. (2015). On the philosophical foundations of psychological measurement. Measurement. doi:10.1016/j.measurement.2015.11.001.
McMillan, J. H., & Hearn, J. (2008). Student self-assessment: the key to stronger student motivation and higher achievement. Educational Horizons, 87, 40–49.
Meeter, M., & Nelson, T. O. (2003). Multiple study trials and judgments of learning. Acta Psychologica, 113, 123–132. doi:10.1016/S0001-6918(03)00023-4.
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (Vol 3) (pp. 13–103). Old Tappan: MacMillan.
Munns, G., & Woodward, H. (2006). Student engagement and student self-assessment: the REAL Framework. Assessment in Education: Principles, Policy and Practice, 13(2), 193–213. doi:10.1080/09695940600703969.
Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 125–143). Mahwah: Erlbaum.
Nelson, T. O., & Dunlosky, J. (1991). When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: the “delayed-JOL effect”. Psychological Science, 2(4), 267–270. doi:10.1111/j.1467-9280.1991.tb00147.x.
Nicol, D., & 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.
Olina, Z., & Sullivan, H. J. (2002). Effects of classroom evaluation strategies on student achievement and attitudes. Educational Technology Research and Development, 50(3), 61–75. doi:10.1007/BF02505025.
Olina, Z., & Sullivan, H. J. (2004). Student self-evaluation, teacher evaluation, and learner performance. Educational Technology Research and Development, 52(3), 5–22. doi:10.1007/BF02504672.
Orsmond, P., Merry, S., & Reiling, K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25(1), 23–38. doi:10.1080/02602930050025006.
Otunuku, M., & Brown, G. T. L. (2007). Tongan students’ attitudes towards their subjects in New Zealand relative to their academic achievement. Asia Pacific Education Review, 8(1), 117–128. doi:10.1007/BF03025838.
Panadero, E. (2011). Instructional help for self-assessment and self-regulation: evaluation of the efficacy of self-assessment scripts vs. rubrics. (Ph.D.), Universidad Autónoma de Madrid, Spain.
Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551–576. doi:10.14204/ejrep.30.12200.
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. doi:10.1016/j.edurev.2013.01.002.
Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales De Psicologia, 30(2), 450–462. doi:10.6018/analesps.30.2.167221.
Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133–148. doi:10.1080/0969594X.2013.877872.
Panadero, E., Alonso-Tapia, J., & 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., & Reche, E. (2013a). 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.
Panadero, E., Romero, M., & Strijbos, J. W. (2013b). The impact of a rubric and friendship on construct validity of peer assessment, perceived fairness and comfort, and performance. Studies in Educational Evaluation, 39(4), 195–203. doi:10.1016/j.stueduc.2013.10.005.
Panadero, E., Alonso-Tapia, J., & Huertas, J. A. (2014a). Rubrics vs. self-assessment scripts: effects on first year university students’ self-regulation and performance. Infancia y Aprendizaje: Journal for the Study of Education and Development, 37(1), 149–183. doi:10.1080/02103702.2014.881655.
Panadero, E., Brown, G. T. L., & Courtney, M. G. R. (2014b). Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(3), 365–383. doi:10.1080/0969594X.2014.919247.
Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pages to be assigned). Boston: Springer.
Panadero, E., Klug, J., & Järvelä, S. (2015). Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research. doi:10.1080/00313831.2015.1066436.
Paris, S. G., & Newman, R. S. (1990). Developmental aspects of self-regulated learning. Educational Psychologist, 25(1), 87–102. doi:10.1207/s15326985ep2501_7.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. doi:10.1207/S15326985EP3602_4.
Peterson, E. R., & Irving, S. E. (2008). Secondary school students’ conceptions of assessment and feedback. Learning and Instruction, 18(3), 238–250. doi:10.1016/j.learninstruc.2007.05.001.
Plass, J. L., Moreno, R., & Brünken, R. (2010). Cognitive load theory. Cambridge: Cambridge University Press.
Raider-Roth, M. B. (2005). Trusting what you know: negotiating the relational context of classroom life. Teachers College Record, 107(4), 587–628.
Ramdass, D., & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20(1), 18–41. doi:10.4219/jaa-2008-869.
Reitmeier, C. A., & Vrchota, D. A. (2009). Self-assessment of oral communication presentations in food science and nutrition. Journal of Food Science Education, 8(4), 88–92. doi:10.1111/j.1541-4329.2009.00080.x.
Roeser, R. W., Peck, S. C., & Nasir, N. S. (2006). Self and identity processes in school motivation, learning, and achievement. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 391–424). New York: Lawrence Erlbaum Associates.
Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment Research & Evaluation, 11. Retrieved from http://pareonline.net/getvn.asp?v=11&n=10
Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1999). Effects of self-evaluation training on narrative writing. Assessing Writing, 6(1), 107–132. doi:10.1016/S1075-2935(99)00003-3.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. doi:10.1007/bf00117714.
Sadler, P. M., & Good, E. (2006). The impact of self- and peer-grading on student learning. Educational Assessment, 11(1), 1–31. doi:10.1207/s15326977ea1101_1.
Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33(2), 359–382. doi:10.2307/1163289.
Scriven, M. (1991). Beyond formative and summative evaluation. In M. W. McLaughlin & D. C. Phillips (Eds.), Evaluation & education: at quarter century (Vol. 90, Part II) (pp. 19–64). Chicago: NSSE.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. New York: Houghton Mifflin Company.
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychological Bulletin, 137(3), 421–442. doi:10.1037/a0022777.
Sitzmann, T., & Johnson, S. K. (2012). When is ignorance bliss? The effects of inaccurate self-assessments of knowledge on learning and attrition. Organizational Behavior and Human Decision Processes, 117(1), 192–207. doi:10.1016/j.obhdp.2011.11.004.
Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010). Self-assessment of knowledge: a cognitive learning or affective measure? Academy of Management Learning & Education, 9(2), 169–191.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
Tan, K. H. K. (2001). Conceptions of student self-assessment. Unpublished PhD Thesis Confirmation Paper. University of Technology, Sydney.
Tan, K. H. K. (2012a). Student self-assessment. Assessment, learning and empowerment. Singapore: Research Publishing.
Tan, K. H. K. (2012b). Student self-assessment in terms of assessment. Student self-assessment. Assessment, learning and empowerment (pp. 15–28). Singapore: Research Publishing.
Taras, M. (2003). To feedback or not to feedback in student self-assessment. Assessment & Higher Education, 28(5), 549–565. doi:10.1080/02602930301678.
Taras, M. (2010). Student self-assessment: processes and consequences. Teaching in Higher Education, 15(2), 199–209. doi:10.1080/13562511003620027.
Taras, M. (2015). Situating power potentials and dynamics of learners and tutors within self-assessment models. Journal of Further and Higher Education, 1-18. doi:10.1080/0309877X.2014.1000283
Thiede, K. W., & Dunlosky, J. (1999). Toward a general model of self-regulated study: an analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology. Learning, Memory, and Cognition, 25(4), 1024–1037. doi:10.1037/0278-7322.214.171.1244.
Topping, K. J. (2003). Self and peer assessment in school and university: reliability, validity and utility. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: in search of qualities and standards Vol. 1 (pp. 55–87). Netherlands: Springer.
Van Loon, M. H., De Bruin, A. B. H., Van Gog, T., & Van Merriënboer, J. J. G. (2013). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning & Instruction, 24, 15–25. doi:10.1016/j.learninstruc.2012.08.005.
Vancouver, J. B., & Day, D. V. (2005). Industrial and organisation research on self-regulation: from constructs to applications. Applied Psychology-an International Review-Psychologie Appliquee-Revue Internationale, 54(2), 155–185. doi:10.1111/j.1464-0597.2005.00202.x.
Ward, M., Gruppen, L., & Regehr, G. (2002). Measuring self-assessment: current state of the art. Advances in Health Sciences Education, 7(1), 63–81. doi:10.1023/A:1014585522084.
Wells, L., & Sweeney, P. D. (1986). A test of three models of bias in self-assessment. Social Psychology Quarterly, 49(1), 1–10. doi:10.2307/2786852.
Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 15–32). New York: Routledge.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. doi:10.1037/0022-06126.96.36.1999.
Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–40). San Diego: Academic Press.
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). New York: Routledge.