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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis
Zi Yan, Hongling Lao, Ernesto Panadero, et al.
Educational Research Review (2022) Vol. 37, pp. 100484-100484
Open Access | Times Cited: 47

Showing 1-25 of 47 citing articles:

Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review
Ernesto Panadero, Anders Jönsson, Leire Pinedo, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 34
A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation
Zi Yan, Ernesto Panadero, Wang Xiang, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 3
Open Access | Times Cited: 23
Understanding the what and when of peer feedback benefits for performance and transfer
Qiuchen Yu, Christian D. Schunn
Computers in Human Behavior (2023) Vol. 147, pp. 107857-107857
Closed Access | Times Cited: 13
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices
Lan Yang, Zi Yan, Di Zhang, et al.
Assessment in Education Principles Policy and Practice (2023) Vol. 30, Iss. 2, pp. 104-129
Open Access | Times Cited: 12
A reflection of learners’ motivation to read, self-assessment, critical thinking, and academic well-being in extensive and intensive reading offline instruction: A focus on self-determination theory
Ying-Chen Lin
Learning and Motivation (2025) Vol. 89, pp. 102093-102093
Closed Access
Students’ experience of comparison-based learning in self-assessment: a phenomenographic study in higher education
Marie Hoffelinck, Pascal Detroz, Dominique Verpoorten
Higher Education Research & Development (2025), pp. 1-17
Closed Access
Effect of Peer Feedback Role: Task Performance, Feedback Implementation and Perceptions on Learning and Trust
David P. Zamorano, Ernesto Panadero, Maryam Alqassab, et al.
The Journal of Experimental Education (2025), pp. 1-25
Closed Access
The influence of the cooperative learning evaluation programme on social interaction of primary school students in China
Zeng Qi, Yi Liu, Chunli Zhang, et al.
Educational Psychology in Practice (2025), pp. 1-15
Closed Access
Streamlining the quality assessment in medication reviews: a biased random sampling approach using BRANT-MERQS criteria
Eline Tobback, Maja Brumer, Anneleen Robberechts, et al.
International Journal of Clinical Pharmacy (2025)
Closed Access
Influence of Peer-Assessment in Improving Speaking Skills in B1 learners
Dayana Rosa Torres Castro, María Rossana Ramírez-Ávila
Kronos – The Language Teaching Journal (2025) Vol. 5, Iss. 2, pp. 19-29
Closed Access
Moving Student Assessment Literacy Scholarship Forward
Min Yang, Zi Yan, Lan Yang, et al.
Springer briefs in education (2025), pp. 69-76
Open Access
Using Self-assessment to Develop Student Assessment Literacy
Min Yang, Zi Yan, Lan Yang, et al.
Springer briefs in education (2025), pp. 41-49
Open Access
Evaluating Sentence‐BERT‐powered learning analytics for automated assessment of students' causal diagrams
Héctor J. Pijeira‐Díaz, S. R. Subramanya, Janneke van de Pol, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 2667-2680
Open Access | Times Cited: 3
Placing authenticity at the heart of student self-assessment: an integrative review
Juuso Henrik Nieminen, David Boud
Teaching in Higher Education (2024), pp. 1-23
Open Access | Times Cited: 3
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?
Héctor J. Pijeira‐Díaz, Janneke van de Pol, Faisal Channa, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 631-658
Open Access | Times Cited: 8
Designing a MOOC on Computational Thinking, Programming and Robotics for Early Childhood Educators and Primary School Teachers: A Pilot Test Evaluation
Lúcia Amante, Elizabeth Batista de Souza, António Quintas Mendes, et al.
Education Sciences (2023) Vol. 13, Iss. 9, pp. 863-863
Open Access | Times Cited: 7
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring
Emmeline Byl, Keith J. Topping
Studies In Educational Evaluation (2023) Vol. 79, pp. 101304-101304
Open Access | Times Cited: 7
Elements for understanding and fostering self-assessment of learning artifacts in higher education
Christian Köppe, Roald P. Verhoeff, Wouter van Joolingen
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 2
The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks
Juan Fraile, María Gil Izquierdo, Eva Medina
Assessment & Evaluation in Higher Education (2023) Vol. 48, Iss. 8, pp. 1223-1239
Closed Access | Times Cited: 6
Perceived formative assessment and student motivational beliefs and self-regulation strategies: a multilevel analysis
Wenshu Luo, Simon Qing Wei Lim
Educational Psychology (2024) Vol. 44, Iss. 3, pp. 284-302
Closed Access | Times Cited: 2
Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment
Pınar Karaman
European Journal of Psychology of Education (2024) Vol. 39, Iss. 3, pp. 2551-2574
Open Access | Times Cited: 2
How generalizable is the relationship between feedback and reading literacy across different competence levels, multilingual learners, and countries? A meta-analytic approach
Simon Munk, Lisa Ziernwald, Jörg-Henrik Heine, et al.
International Journal of Educational Research Open (2024) Vol. 7, pp. 100382-100382
Open Access | Times Cited: 2
Peer Assessment Collaboration Evaluation: An Innovative Assessment Tool for Online Learning Environments
Byron Havard, Megan Podsiad, Karen L. Valaitis
TechTrends (2023) Vol. 67, Iss. 2, pp. 331-341
Closed Access | Times Cited: 5
Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback
Ernesto Panadero, Daniel García-Pérez, Javier Fernández Ruiz, et al.
Educational Psychology (2023) Vol. 43, Iss. 7, pp. 756-779
Closed Access | Times Cited: 5
Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load
Liujie Xu, Xuefei Zou, Yuxue Hou
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1447-1462
Closed Access | Times Cited: 1
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