Βιβλιογραφικές Αναφορές 1ης ΔΕ

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

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• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

• Lipnevich, A. A., & Smith, J. K. (2009). I really need feedback to learn: Students’ perspectives on the effectiveness of the feedback they receive. Assessment in Education: Principles, Policy & Practice, 16(1), 25–37. https://doi.org/10.1080/09695940802693812

• Lipnevich, A. A., Panadero, E., & Boud, D. (2021). The role of emotions in feedback. In D. Boud, E. Dawson, & J. Tai (Eds.), Designing feedback for impact (pp. 47–62). Routledge.

• 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. https://doi.org/10.1080/03075070600572090

• Panadero, E., & Lipnevich, A. A. (2022). Feedback in education: A systematic review. Educational Research Review, 36, 100423. https://doi.org/10.1016/j.edurev.2022.100423

• Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714

• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795

• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.

Βιβλιογραφικές Αναφορές 2ης ΔΕ

• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

• Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517.

• Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.

• Panadero, E., & Broadbent, J. (2018). Developing evaluative judgement: A self-regulated learning perspective. In Boud, D., Ajjawi, R., Dawson, P., & Tai, J. (Eds.), Developing evaluative judgement in higher education (pp. 50–62). Routledge.

• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

• Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. Routledge.

• Redecker, C., Punie, Y., & Ferrari, A. (2012). eAssessment for 21st Century Learning and Skills. In: Assessment in a Digital World. Joint Research Centre, European Commission.

• OECD (2013). Innovative Learning Environments. Educational Research and Innovation, OECD Publishing. https://doi.org/10.1787/9789264203488-en

• Ευθυμίου, Π. (2020). Αξιολόγηση στη σχολική τάξη και ο ρόλος της ανατροφοδότησης. Εκδόσεις Πατάκη.

• Αλεξίου, Θ. (2018). Ψηφιακή αξιολόγηση και εκπαιδευτικά εργαλεία για το μάθημα. Στο: Τεχνολογίες Μάθησης, Εκδόσεις Gutenberg.

• Ευκλείδης, Θ. (2022). Χρήση Learning Analytics για τη διαφοροποιημένη διδασκαλία και ανατροφοδότηση. Στο: Επιμόρφωση Εκπαιδευτικών, Παν/μιο Πατρών.

• Παπαδάκης, Σ., & Σουπίκα, Β. (2021). Ψηφιακά εργαλεία αξιολόγησης στη σχολική πράξη. Εθνικό Κέντρο Τεκμηρίωσης.

Βιβλιογραφικές Αναφορές 3ης ΔΕ

• Boud, D., & Molloy, E. (2013). Feedback in Higher and Professional Education: Understanding it and doing it well. Routledge.

• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.

• Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27.

• Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.

• Mollick, E., & Mollick, L. (2023). Using AI to implement effective teaching strategies in classrooms: Five strategies, and 32 tools, enhanced by AI. SSRN. https://doi.org/10.2139/ssrn.4543807

• OECD (2021). AI and the Future of Skills: Capabilities and Assessments. OECD Publishing.

• Selwyn, N. (2023). Should Robots Replace Teachers? AI and the Future of Education. Polity Press.

• OpenAI (2023). ChatGPT in Education: Opportunities, Challenges, and Ethical Use. https://openai.com/blog/chatgpt-in-education

• UNESCO (2023). AI in Education: Guiding Principles and Ethical Use. https://www.unesco.org/en/digital-education/ai

• European Commission (2022). Digital Education Action Plan – AI in Classrooms. https://education.ec.europa.eu