Publicaciones en colaboración con investigadores/as de Universidad de Deusto (39)

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

    Studies in Educational Evaluation, Vol. 83

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

    Educational Psychology Review, Vol. 36, Núm. 4

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

    Teaching and Teacher Education, Vol. 152

  6. 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. A Systematic Review of Peer Assessment Design Elements

    Educational Psychology Review, Vol. 35, Núm. 1

  2. A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation

    Educational Psychology Review, Vol. 35, Núm. 3

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

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

  4. An Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic review

    ACM International Conference Proceeding Series

  5. Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment

    Assessment and Evaluation in Higher Education, Vol. 48, Núm. 6, pp. 760-776

  6. 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

  7. Correction to: The self-regulation for learning online (SRL-O) questionnaire (Metacognition and Learning, (2022), 10.1007/s11409-022-09319-6)

    Metacognition and Learning

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

    Educational Psychology Review, Vol. 35, Núm. 4

  9. 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

  10. The self-regulation for learning online (SRL-O) questionnaire

    Metacognition and Learning, Vol. 18, Núm. 1, pp. 135-163

  11. 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

  12. 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. A review of feedback models and typologies: Towards an integrative model of feedback elements

    Educational Research Review, Vol. 35