Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving

By Martine Baars, S. Vink, Tamara van Gog, Anique B. H. de Bruin, Fred Paas. 2014

94 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/bde8ced7a886b1ff34596aa5489062c465ea8d97

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Jan-Willem Strijbos
2. Ernesto Panadero
3. Gavin T. L. Brown

In Developmental and Educational Psychology

1. Jan-Willem Strijbos
2. Ernesto Panadero
3. Gavin T. L. Brown
4. A. Jonsson
5. Heidi L. Andrade
6. Zi Yan
7. J. Botella
8. J. Alonso-Tapia

In Experimental and Cognitive Psychology

1. Jan-Willem Strijbos
2. Ernesto Panadero
3. Gavin T. L. Brown

Citations in the corpus

• The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “in which poor work is accurately identified by a hypothetical student was found to improve the accuracy of retrospective and prospective monitoring of learning (Baars et al., 2014).”