Ernesto
Panadero
Dublin City University
Dublín, IrlandaDublin City University-ko ikertzaileekin lankidetzan egindako argitalpenak (9)
2024
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A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles
Assessment in Education: Principles, Policy and Practice
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Analysis of online rubric platforms: advancing toward erubrics
Assessment and Evaluation in Higher Education
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Does perception mean learning? Insights from an online peer feedback setting
Assessment and Evaluation in Higher Education
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The effects of gender and training on peer feedback characteristics
Assessment and Evaluation in Higher Education, Vol. 49, Núm. 4, pp. 539-555
2023
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Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review
Educational Psychology Review, Vol. 35, Núm. 4
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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
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How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy
Educational Psychology Review, Vol. 35, Núm. 4
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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
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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