Publicaciones en colaboración con investigadores/as de Dublin City University (13)

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

  2. Analysis of online rubric platforms: advancing toward erubrics

    Assessment and Evaluation in Higher Education

  3. Does perception mean learning? Insights from an online peer feedback setting

    Assessment and Evaluation in Higher Education

  4. Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference

    Studies in Educational Evaluation, Vol. 83

  5. Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review

    Educational Psychology Review, Vol. 36, Núm. 4

  6. Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers

    Teaching and Teacher Education, Vol. 152

  7. The effects of gender and training on peer feedback characteristics

    Assessment and Evaluation in Higher Education, Vol. 49, Núm. 4, pp. 539-555

2023

  1. Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review

    Educational Psychology Review, Vol. 35, Núm. 4

  2. 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

  3. How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy

    Educational Psychology Review, Vol. 35, Núm. 4

  4. 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

  5. Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory

    Educational Psychologist, Vol. 58, Núm. 3, pp. 193-204