A. Jonsson

Education · with Panadero · 2007–2020

A researcher in the Science corpus: 7 papers; trusts 87 researchers and is trusted by 35 researchers here, as inferred from the citation graph.

Subfields

• Education — 142 citations into it; #434 of 11,309 by trust here, #969 by citations
• Developmental and Educational Psychology — 95 citations into it; #1,283 of 8,223 by trust here, #1,708 by citations
• Social Psychology — 21 citations into it
• Experimental and Cognitive Psychology — 17 citations into it
• Literature and Literary Theory — 11 citations into it
• Computer Science Applications — 7 citations into it
• Information Systems and Management — 6 citations into it
• Language and Linguistics — 6 citations into it

Whom A. Jonsson trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Ernesto Panadero
2. Heidi L. Andrade
3. B. Zimmerman
4. D. Carless
5. Alistair Mutch
6. P. Ferguson
7. S. Drew
8. Gavin T. L. Brown
9. Keith Topping
10. J. Hafner

Who trusts A. Jonsson overall

1. Ernesto Panadero
2. Johannes Alexander König
3. Phillip Dawson
4. J. Fraile
5. Heidi L. Andrade
6. Gil Reynders
7. N. Winstone
8. David M. Quinn
9. J. Alonso-Tapia
10. Zi Yan

Papers from A. Jonsson's perspective

Ordered by how strongly the researchers A. Jonsson trusts endorse each paper. Same corpus, a different order for every researcher.

1. Attaining self-regulation: A social cognitive perspective.
2. Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
3. Differing perceptions in the feedback process
4. Do students value feedback? Student perceptions of tutors’ written responses
5. Focus on Formative Feedback
6. Self-Regulation in the Classroom: A Perspective on Assessment and Intervention
7. The Impact of Self- and Peer-Grading on Student Learning
8. Classroom Applications of Research on Self-Regulated Learning
9. The use of scoring rubrics: Reliability, validity, and educational consequences
10. The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment

Their papers

• The use of scoring rubrics: Reliability, validity, and educational consequences (2007) — 1,377 citations
• A critical review of the arguments against the use of rubrics (2020) — 155 citations
• Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017) — 606 citations
• Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016) — 173 citations
• Rubrics as a way of providing transparency in assessment (2014) — 167 citations
• The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013) — 762 citations
• Facilitating productive use of feedback in higher education (2013) — 409 citations