Ernesto
Panadero
Argitalpenak (105) Ernesto Panadero argitalpenak
2024
-
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles
Assessment in Education: Principles, Policy and Practice
-
Analysis of online rubric platforms: advancing toward erubrics
Assessment and Evaluation in Higher Education
-
Does perception mean learning? Insights from an online peer feedback setting
Assessment and Evaluation in Higher Education
-
The effects of gender and training on peer feedback characteristics
Assessment and Evaluation in Higher Education, Vol. 49, Núm. 4, pp. 539-555
2023
-
A Systematic Review of Peer Assessment Design Elements
Educational Psychology Review, Vol. 35, Núm. 1
-
A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation
Educational Psychology Review, Vol. 35, Núm. 3
-
A systematic review on peer assessment: intrapersonal and interpersonal factors
Assessment and Evaluation in Higher Education, Vol. 48, Núm. 8, pp. 1053-1075
-
An Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic review
ACM International Conference Proceeding Series
-
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
-
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
-
Correction to: The self-regulation for learning online (SRL-O) questionnaire (Metacognition and Learning, (2022), 10.1007/s11409-022-09319-6)
Metacognition and Learning
-
Cuestionario de metas situadas,ajuste y validación transcultural: comparación entre estudiantes colombianos y españoles
Electronic journal of research in educational psychology, Vol. 21, Núm. 61, pp. 667-692
-
Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review
Educational Psychology Review, Vol. 35, Núm. 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
-
How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy
Educational Psychology Review, Vol. 35, Núm. 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
-
The self-regulation for learning online (SRL-O) questionnaire
Metacognition and Learning, Vol. 18, Núm. 1, pp. 135-163
-
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
-
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
-
Unraveling the Effects of Rubrics and Exemplars on Student Writing Performance
Journal of Experimental Psychology: Applied, Vol. 29, Núm. 1, pp. 136-148