Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers
This is the author’s version of a work that was accepted for publication in Studies in Educational Evaluation. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document....
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/667056 |
| Acceso en línea: | http://hdl.handle.net/10486/667056 https://dx.doi.org/10.1016/j.stueduc.2013.04.001 |
| Access Level: | acceso abierto |
| Palabra clave: | Self-regulation Self-assessment Formative assessment Rubric Script Self-efficacy Psicología |
| Sumario: | This is the author’s version of a work that was accepted for publication in Studies in Educational Evaluation. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Studies in Educational Evaluation, 39, 3 (2013) DOI 10.1016/j.stueduc.2013.04.001 |
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