Heidi L. Andrade
Education · 2000–2019
A researcher in the Science corpus: 20 papers; trusts 80 researchers and is trusted by 56 researchers here, as inferred from the citation graph.
Subfields
- Education — 172 citations into it; #190 of 11,309 by trust here, #353 by citations
- Developmental and Educational Psychology — 120 citations into it; #246 of 8,223 by trust here, #470 by citations
- Information Systems and Management — 30 citations into it
- Experimental and Cognitive Psychology — 20 citations into it
- Social Psychology — 20 citations into it
- Computer Science Applications — 14 citations into it; #472 of 1,855 by trust here, #1,387 by citations
- Artificial Intelligence — 11 citations into it
- Cognitive Neuroscience — 10 citations into it
Whom Heidi L. Andrade trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- B. Zimmerman
- Ernesto Panadero
- R. Stiggins
- L. Shepard
- Deborah L Butler
- D. Schunk
- David J. Nicol
- Paul Black
- S. Brookhart
- John A. Ross
Who trusts Heidi L. Andrade overall
- Ernesto Panadero
- Zi Yan
- A. Jonsson
- Gavin T. L. Brown
- Y. M. Reddy
- S. Brookhart
- Ying Du
- J. Fraile
- Nada J. Alsaleh
- Laura Reynolds-Keefer
Papers from Heidi L. Andrade's perspective
Ordered by how strongly the researchers Heidi L. Andrade trusts endorse each paper. Same corpus, a different order for every researcher.
- Attaining self-regulation: A social cognitive perspective.
- Self-regulated learning and academic achievement : theoretical perspectives
- Focus on Formative Feedback
- Classroom Applications of Research on Self-Regulated Learning
- Student perspectives on rubric-referenced assessment
- The power of feedback. (Healthcare executive)
- Using Rubrics To Promote Thinking and Learning.
- Self-Regulation in the Classroom: A Perspective on Assessment and Intervention
- The Impact of Self- and Peer-Grading on Student Learning
- SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION
Their papers
- A Critical Review of Research on Student Self-Assessment (2019) — 458 citations
- Teacher assessment literacy: A three-dimensional model (2019) — 198 citations
- Editorial: Classroom assessment as the co-regulation of learning (2019) — 131 citations
- Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going (2018) — 240 citations
- Accuracy in student self-assessment: directions and cautions for research (2015) — 178 citations
- AN INTRODUCTION TO FORMATIVE ASSESSMENT: History, Characteristics, and Challenges (2010) — 173 citations
- A review of rubric use in higher education (2010) — 865 citations
- Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (2010) — 274 citations
- Handbook of Formative Assessment. (2010) — 334 citations
- An Integrative Summary of the Research Literature and Implications for a New Th eory of Formative Assessment (2010) — 189 citations
- Rubric‐referenced self‐assessment and middle school students’ writing (2010) — 157 citations
- Rubric-Referenced Self-Assessment and Self-Efficacy for Writing (2009) — 203 citations
- Promoting Learning and Achievement Through Self-Assessment (2009) — 538 citations
- Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing (2008) — 243 citations
- Student responses to criteria‐referenced self‐assessment (2007) — 377 citations
- Teaching With Rubrics: The Good, the Bad, and the Ugly (2005) — 379 citations
- Student perspectives on rubric-referenced assessment (2005) — 366 citations
- Role of Rubric-Referenced Self-Assessment in Learning to Write (2003) — 182 citations
- The Effects of Instructional Rubrics on Learning to Write (2001) — 162 citations
- Using Rubrics To Promote Thinking and Learning. (2000) — 566 citations