[1. Acar, T. (2006). Sato uyarı indeksleri ile madde ve başarı analizleri. Retrieved from http://www.parantezegitim.net/hakkimizda/Sato-TulinACAR.pdf]Search in Google Scholar
[2. Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability study of the Turkish version of the Metacognitive Awareness Inventory. Educational Science: Theory & Practice, 7(2), 671-678.]Search in Google Scholar
[3. American Psychological Association (1997). Learner-centered psychological principles: A framework for school reform and redesign. Retrieved from http://www.apa.org/ed/governance/bea/learner-centered.pdf]Search in Google Scholar
[4. Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12-19. doi: 10.1080/0040584080257754410.1080/00405840802577544]DOI öffnenSearch in Google Scholar
[5. Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.10.1037/0022-3514.51.6.1173]Search in Google Scholar
[6. Bayazıt, A. (2007). Çevrim içi sınavlar ve kağıt-kalem sınavları arasındaki sınav süresi ve öğrenci başarım farklılıkları. PhD diss., University of Hacettepe.]Search in Google Scholar
[7. Bayrak, F. (2014). The effectiveness of perceived self intervention in web based self-assessment system. PhD diss. University of Hacettepe.]Search in Google Scholar
[8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74. doi: 10.1080/096959598005010210.1080/0969595980050102]Search in Google Scholar
[9. Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. doi: 10.1080/71369572810.1080/713695728]DOI öffnenSearch in Google Scholar
[10. Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD.]Search in Google Scholar
[11. Chen, D., Lai, A., & Liu, I. (2005). The design and implementation of a diagnostic test system based on the enhanced S-P model. Journal of Information Science and Engineering, 21, 1007-1030.]Search in Google Scholar
[12. Conejo, R., Guzmán, E., Millán, E., Trella, M., Pérez-De-La-Cruz, J. L., & Ríos, A. (2004). SIETTE: A web–based tool for adaptive testing. International Journal of Artificial Intelligence in Education, 14(1), 1-33.]Search in Google Scholar
[13. Ćukušić, M., Garača, Ž., & Jadrić, M. (2014). Online self-assessment and students’ success in higher education institutions. Computers & Education, 72, 100-109.10.1016/j.compedu.2013.10.018]Search in Google Scholar
[14. Davies, S. (2010). Effective assessment in a digital age A guide to technology-enhanced assessment and feedback. Bristol: JISC Innovation Group.]Search in Google Scholar
[15. Delclos, V. R., & Harrington, C. (1991). Effects of strategy monitoring and proactive instruction on children’s problem-solving performance. Journal of Educational Psychology, 83(1), 35-42. doi: 10.1037/0022-0663.83.1.3510.1037/0022-0663.83.1.35]DOI öffnenSearch in Google Scholar
[16. Deno, S. L. (1985). Curriculum-based measurement: the emerging alternative. Exceptional children, 52(3), 219-232.10.1177/001440298505200303]Search in Google Scholar
[17. Deno, S. L. (1998). Curriculum-based measurement and special education services: A fundamental and direct relationship. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp.1-17). Guilford Press.]Search in Google Scholar
[18. Doğan, N., & İnal, H. (2012, September). Eğitim fakültesi öğrencilerinin öğrenme stilleri ve ölçme ve değerlendirme dersi başarısı arasındaki ilişki. Paper presented at Eğitimde ve Psikolojide Ölçme ve Değerlendirme III. Ulusal Kongresi, Bolu, September, 19-21.]Search in Google Scholar
[19. Eva, K. W., & Regher, G. (2005). Self-assessment in the health professions: A reformulation and research agenda. Academic Medicine, 80(10), S46–S54. doi:10.1097/00001888-200510001-00015.10.1097/00001888-200510001-00015]Search in Google Scholar
[20. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.10.1037/0003-066X.34.10.906]Search in Google Scholar
[21. Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351. doi: 10.1016/j.compedu.2011.06.00410.1016/j.compedu.2011.06.004]DOI öffnenSearch in Google Scholar
[22. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. doi: 10.3102/00346543029848710.3102/003465430298487]DOI öffnenSearch in Google Scholar
[23. Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243-258. doi: 10.1007/s10734-009-9245-610.1007/s10734-009-9245-6]DOI öffnenSearch in Google Scholar
[24. Karakelle, S., & Saraç, S. (2010). Üst biliş hakkında bir gözden geçirme: üst biliş çalışmaları mı yoksa üst bilişsel yaklaşım mı? Türk Psikoloji Yazıları, 13(26), 45-63.]Search in Google Scholar
[25. Karran, T. (2005). On-line assessment for E-Learning: options and opportunities. In T. Latomaa, J. Pohjonen, J. Pulkkinen, & M. Ruotsalainen (Eds.), eReflections: Ten years of educational technology studies at the University of Oulu (pp. 109-125). Oulu, Finland: Oulun yliopiston kasvatustieteiden tiedekunnan. Retrieved from http://eprints.lincoln.ac.uk/1610/1/OuluAssessmentChapterforRepository.pdf]Search in Google Scholar
[26. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Publication, Inc.]Search in Google Scholar
[27. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Publication, Inc.]Search in Google Scholar
[28. Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279–308.10.1007/BF01320096]Search in Google Scholar
[29. Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696–699.10.1177/003172170608700916]Search in Google Scholar
[30. McMillan, J. H. (2007). Formative classroom assessment: Research, theory and practice. New York: Teacher’s College Press.]Search in Google Scholar
[31. Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng, M. L. (2006). Self-assessment in higher education: experience in using a metacognitive approach in five case studies. Assessment in Education, 3(4), 415-433. doi: 10.1080/0260293060067910010.1080/02602930600679100]DOI öffnenSearch in Google Scholar
[32. Molloy, E.K., Borrell-Carrio, F., & Epstein, R. (2013). The impact of emotions in feedback. In D. Boud & E. Molly (Eds.), Feedback in Higher and Professional Education – Understanding It and Doing It Well (pp-50-71). London: Routledge.]Search in Google Scholar
[33. Mory, E. H. (2004). Feedback research revisited. Handbook of research on educational communications and technology, 2, 745-783.]Search in Google Scholar
[34. Nicol, D. (2007). E-assessment by design: using multiple choice tests to good effect. Journal of Further and Higher Education, 31(1), 53-64. doi: 10.1080/0309877060116792210.1080/03098770601167922]DOI öffnenSearch in Google Scholar
[35. Nicol, D. (2009). Transforming assessment and feedback: enhancing integration and empowerment in the first year. Mansfield: The Quality Assurance Agency for Higher Education.]Search in Google Scholar
[36. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi: 10.1080/0307507060057209010.1080/03075070600572090]DOI öffnenSearch in Google Scholar
[37. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGrawHill.]Search in Google Scholar
[38. Orsmond, P. (2011). Self-and peer-assessment: guidance on practice in the biosciences. Centre for Bioscience, The Higher Education Academy.]Search in Google Scholar
[39. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225. doi: 10.1207/s15430421tip4104_310.1207/s15430421tip4104_3]DOI öffnenSearch in Google Scholar
[40. Roberts, T. S. (Ed.). (2006). Self, peer and group assessment in e-learning. IGI Global.]Search in Google Scholar
[41. Sadler, D. R. (1998). Formative assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77-84. doi: 10.1080/096959598005010410.1080/0969595980050104]DOI öffnenSearch in Google Scholar
[42. Sargeant, J. M., Mann, K. V., van der Vleuten, C. P., & Metsemakers, J. F. (2009). Reflection: a link between receiving and using assessment feedback. Advances in Health Sciences Education, 14(3), 399-410.10.1007/s10459-008-9124-4]Search in Google Scholar
[43. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.10.1006/ceps.1994.1033]Search in Google Scholar
[44. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. doi: 10.3102/003465430731379510.3102/0034654307313795]DOI öffnenSearch in Google Scholar
[45. Tan, K. (2007). Conceptions of self-assessment: What is needed for long term learning? In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 114-127). London: Routledge.]Search in Google Scholar
[46. Terzis, V., & Economides, A. A. (2011). The acceptance and use of computer based assessment. Computers & Education, 56(4), 1032-1044. doi: 10.1016/j.compedu.2010.11.01710.1016/j.compedu.2010.11.017]DOI öffnenSearch in Google Scholar
[47. Timmers, C., & Veldkamp, B. (2011). Attention paid to feedback provided by a computer-based assessment for learning on information literacy. Computers & Education, 56(3), 923-930. doi: 10.1016/j.compedu.2010.11.00710.1016/j.compedu.2010.11.007]DOI öffnenSearch in Google Scholar
[48. Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146. doi: 10.1111/1540-5826.0007010.1111/1540-5826.00070]DOI öffnenSearch in Google Scholar
[49. Wang, T. H. (2007). What strategies are effective for formative assessment in an e-learning environment? Journal of Computer Assisted Learning, 23(3), 171–186. doi: 10.1111/j.1365-2729.2006.00211.x10.1111/j.1365-2729.2006.00211.x]DOI öffnenSearch in Google Scholar
[50. Wang, T. H. (2014). Developing an assessment-centered e-Learning system for improving student learning effectiveness. Computers & Education, 7, 189-203. doi: 10.1016/j.compedu.2013.12.00210.1016/j.compedu.2013.12.002]DOI öffnenSearch in Google Scholar
[51. Wang, T. H., Wang, K. H., Wang, W. L., Huang, S. C., & Chen, S. Y. (2004). Web-based Assessment and Test Analyses (WATA) system: development and evaluation. Journal of Computer Assisted Learning, 20(1), 59-71. doi: 10.1111/j.1365-2729.2004.00066.x10.1111/j.1365-2729.2004.00066.x]DOI öffnenSearch in Google Scholar
[52. Wilson, K., Boyd, C., Chen, L., & Jamal, S. (2011). Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment. Computers & Education, 57(2), 1493-1500.10.1016/j.compedu.2011.02.011]Search in Google Scholar
[53. Yorke, M. (2003). Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477–501.10.1023/A:1023967026413]Search in Google Scholar