Al-Jarf, R. (2011). Creating and Sharing Writing iRubrics. Asian EFL Journal. Professional Teaching Articles, 51, 41-62.
Andrade, H. G., Du, Y., y Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria, generation, and rubric referenced self assessment on elementary school students' writing. Educational Measurement: Issues and Practice, 27(2), 3-13.
Attali, Y., Lewis, W., y Steier, M. (2012). Scoring with the computer: Alternative procedures for improving the reliability of holistic essay scoring. Language Testing, 30(1), 125-141.
[+]
Al-Jarf, R. (2011). Creating and Sharing Writing iRubrics. Asian EFL Journal. Professional Teaching Articles, 51, 41-62.
Andrade, H. G., Du, Y., y Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria, generation, and rubric referenced self assessment on elementary school students' writing. Educational Measurement: Issues and Practice, 27(2), 3-13.
Attali, Y., Lewis, W., y Steier, M. (2012). Scoring with the computer: Alternative procedures for improving the reliability of holistic essay scoring. Language Testing, 30(1), 125-141.
Barabási, A.L. (2002). Linked-The new science of networks. Cambridge, MA.: Perseus Publishing.
Borgatti, S., Everett, M., and Freeman, L. (2002). Ucinet for Windows: Software for Social Network Analysis. Harvard, MA.: Analytic Technologies.
Boud, D. y Falchikov,N. (Eds.) (2007). Rethinking Assessment in Higher Education: Learning for the Longer Term. Londres: Routledge.
Castells, M. y Monge, P. (2011). Network Multidimensionality in the Digital Age. Prologue to the Special Section. International Journal of Communication, 5, 788-793.
Caverlee, J., Liu, L. y Webb, S. (2010). The SocialTrust framework for trusted social information management: Architecture and algorithms. Information Sciences, ScienceDirect, 180, 95-112.
Cebrián,M. (2009) Formative and peer-to-peer evaluation using a rubric tool. En A. Méndez-Vilas, A. Solano Martín, y J.A. Mesa González. Research, Reflections and Innovations in Integrating ICT in Education, págs.60-64. Badajoz: Formatex. Disponible en http://www.formatex.org/micte2009/book/Index.pdf
Cebrián, M. (2011). La evaluación formativa a través de las e-rúbricas y los e-portafolios. V Ciclo de conferencias: Enseñanza y aprendizaje en la Universidad. Universidad de Vigo. Disponible en http://vicadc.uvigo.es/opencms/export/sites/vicadc/vica dc_gl/documentos/ciclos_conferencias/Material.ePor_eRubric.pdf
Cebrián, M. y Accino, J. (2009). Del ePortafolio a las tecnologías de la federación: La experiencia de Ágora Virtual®. Jornadas Internacionales sobre docencia, investigación e innovación en la universidad. Santiago de Compostela.
Coniam, D. (2009). Experimenting with a computer essay-scoring program based on ESL student writing scripts. ReCALL: The Journal of EUROCALL, 21(2), 259-279.
Dornisch, M. M., y Sabatini McLoughlin, A. (2006). Limitations of web-based rubric resources: Addressing the challenges. Practical Assessment, Research & Evaluation, 11(3).
Downie, M. (2011). Choosing and Developing Classroom Material. En S. House (coord.) Didáctica del Inglés. Classroom Practice. Barcelona: Graó.
Dublin Descriptors (2005). Shared "Dublin" descriptors for the Bachelor's, Master's and Doctoral awards. (Draft 1.31 working document on JQI meeting in Dublin. 2004PC).
Enright, M., y Quinlan, T. (2010). Complementing human judgment of essays written by English language learners with e-rater® scoring. Language Testing, 27(3), 317- 334.
Erben, T., Ban, R., & Castañeda, M. (2009). Teaching English Language Learners. Through Technology. New York: Routledge.
Falchikov, N. y Goldfinch, J. (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research, 70(3), 287-322.
Farr, B. P., y Trumbull, E. (1997). Alternative assessments for diverse classrooms. Norwood: Christopher-Gordon.
Fernández March, A. (2010). La evaluación orientada al aprendizaje en un modelo de formación por competencias en la educación universitaria. Revista de Docencia Universitaria, 8(1), 11-34.
Fetterman, D. (1984). Ethnography in educational evaluation. Beverly Hills: Sage.
Genesee, F., y Upshur, J. A. (1996). Classroom-based evaluation in second language education. Cambridge: Cambridge University Press.
Gómez Lucas, M. C. y Álvarez Teruel, J. D. (coords.) (2011). El trabajo colaborativo como indicador de calidad del Espacio Europeo de Educación Superior. Alcoy: Marfil.
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks: Corwin Press.
Griffin, M. (2009). What is a rubric? Assessment Update, 21(6), 4-13.
Han, N. R., Chodorow, M., & Leacock, C. (2006). Detecting errors in English article usage by non-native speakers. Natural Language Engineering, 12(2), 115-129.
Hanrahan, S. e Isaacs, G. (2010). Assessing Self- and Peer-assessment: The students' views. Higher Education Research & Development, 20(1), 53-70.
Hung, S.A. (2012). A Washback Study on E-Portfolio Assessment in an English as a Foreign Langauge Teacher Preparation Program. Computer Assisted Language Learning, 25(1), 21-36.
Ibarra, Mª S. y Rodríguez Gómez, G. (2010). Aproximación al discurso dominante sobre la evaluación del aprendizaje en la universidad. Revista de Educación, 351, 385-407.
Jonsson, A., y Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144.
Kitsantas, A. y Dabbagh, N. (2010). Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Estados Unidos: Information Age Publishing.
Knoke, D. y Yang S (2008). Social Network Analysis. United States of America: SAGE.
Lim, H. y Kahng, (2012). Review of Criterion®. Language Learning & Technology, 16 (2), 38-45.
Linnenbrink, E. y Pintrich, P. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.
Mansilla, V. B., y Duraisingh, E. D. (2009). Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing. The Journal of Higher Education, 80(3), 334-353.
Miles, M. y Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook. Thousand Oaks: Sage.
Millis, B. J. y Rhem, J. (2010). Cooperative Learning in Higher Education. Across the Disciplines, across the Academy. Virginia: Stylus Publishing.
Moya, S. y O'Malley, M. (1994). A Portfolio Assessment Model for ESL. The Journal of Educational Issues of Language Minority Students, 13, 1-16.
Navarrete, C., y Gustke, C. (1996). A guide to performance assessment for linguistically diverse students. Albuquerque: New Mexico Highlands University.
O'Malley, J. M., y Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Nueva York: Addison-Wesley.
Orsmond, P., Merry, S. y Reiling, K. (1996). The Importance of Marking Criteria in the Use of Peer Assessment. Assessment & Evaluation in Higher Education, 21(3), 239-250.
Pool-Cibrian, W. J. y Martínez-Guerrero J. I. (2013). Autoeficacia y uso de estrategias para el aprendizaje autorregulado en estudiantes universitarios. Revista Electrónica de Investigación Educativa, 15(3), 21-37. Recuperado de http://redie.uabc.mx/ vol15no3/contenido-pool-mtnez.html
Reddy, Y. M. (2007). Effect of rubrics on enhancement of student learning. Educate, 7(1), 3-17.
Reddy, Y.M. y Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448.
Ricoeur, P. (1988). Discurso de la acción. Madrid: Cátedra.
Seidman, S.B. (1983). Network structure and minimum degree. Social Network, 5, 269-287.
Spence, L. K. (2010). Discerning writing assessment: Insights into an analytical rubric. Language Arts, 87(5), 337-352.
Spencer, J. W. (2003). Global gatekeeping, representation and network structure: a longitudinal analysis of regional and global knowledge-diffusion networks. Jour nal of international business studies, 34, 428-442.
Trujillo, F. (2012). Evaluar para aprender. Disponible en http://www.educacontic.es/ blog/evaluar-para-aprender
Ur, P. (1996). A Course in Language Teaching. Practice and Theory. Cambridge: Cambridridge University Press.
Varela, R. (2003). All about Teaching English. A Course for Teachers of English. Madrid: Centro de Estudios Ramón Areces.
Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning? Assessment & Evaluation in Higher Education, 34(2), 221-230.
Wasserman, S. y Faust, K. (1994). Social network analysis: methods and applications. Nueva York: Cambridge University Press.
Wilson, M. (2006). Rethinking Rubrics in Writing Assessment. Portsmouth, NH: Heinemann.
Wolfe, E. W., Matthews, S., y Vickers, D. (2010). The effectiveness and efficiency of distributed online, regional online, and regional face-to-face training for writing as sessment raters. The Journal of Technology, Learning, and Assessment, 10(1), 1-21.
Zimmerman, B. J. y Schunk, D. (2011). Self-regulated learning and performance: an in troduction and an overview. En B. J. Zimmerman y D. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance. Routledge.
[-]