Publicaciones en las que colabora con Javier Fernández Ruiz (15)

2025

  1. Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches

    Learning and Instruction, Vol. 95

2024

  1. A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles

    Assessment in Education: Principles, Policy and Practice, Vol. 31, Núm. 3-4, pp. 221-253

2023

  1. A Systematic Review of Peer Assessment Design Elements

    Educational Psychology Review, Vol. 35, Núm. 1

  2. A systematic review on peer assessment: intrapersonal and interpersonal factors

    Assessment and Evaluation in Higher Education, Vol. 48, Núm. 8, pp. 1053-1075

  3. Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content

    Assessment and Evaluation in Higher Education, Vol. 48, Núm. 4, pp. 485-501

  4. Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback

    Educational Psychology, Vol. 43, Núm. 7, pp. 756-779

  5. Students’ experiences in self-assessment: training, processes and feedback use in secondary and higher education

    Assessment in Education: Principles, Policy and Practice, Vol. 30, Núm. 5-6, pp. 448-480

  6. University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects

    European Journal of Psychology of Education, Vol. 38, Núm. 3, pp. 1031-1051

2022

  1. Assessment design decisions in practice: Profile identification in approaches to assessment design

    Assessment and Evaluation in Higher Education, Vol. 47, Núm. 4, pp. 606-621

2021

  1. Assessment from a disciplinary approach: design and implementation in three undergraduate programmes

    Assessment in Education: Principles, Policy and Practice, Vol. 28, Núm. 5-6, pp. 703-723

2020

  1. A Transitional Year Level to Higher Education: Challenges, Experiences and Self-regulatory Strategies during the Final Year of the University Preparatory Level

    ESE: Estudios sobre educación., Núm. 39, pp. 109-133

  2. Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities

    Journal for the Study of Education and Development, Infancia y Aprendizaje, Vol. 43, Núm. 2, pp. 309-346

  3. Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

    Assessment in Education: Principles, Policy and Practice, Vol. 27, Núm. 6, pp. 607-634

2019

  1. Assessment in Bologna context from the teaching perspective, similarities and differences between disciplines

    Revista Infancia, Educación y Aprendizaje, Vol. 5, Núm. 2, pp. 456-462

  2. Spanish university assessment practices: examination tradition with diversity by faculty

    Assessment and Evaluation in Higher Education, Vol. 44, Núm. 3, pp. 379-397