Publications

Only the most representative publications of our members are presented in this page.

2021 Publications

• Fernández Ruiz, J., Panadero, E., García-Pérez, D., & Pinedo, L. (2021). Assessment design decisions in practice: Profile identification in approaches to assessment design. Assessment & Evaluation In Higher Education, 1-16.
• García-Pérez, D., Fraile, J., & Panadero, E. (2021). Learning strategies and self-regulation in context: How higher education students approach different courses, assessments, and challenges. European Journal of Psychology of Education (36), 533-550.
• Panadero, E., Alonso-Tapia, J., García-Pérez, D., Fraile, J., Sánchez Galán, J. M., & Pardo, R. (2021). Deep learning self-regulation strategies: Validation of a situational model and its questionnaire. Revista De Psicodidáctica, 26(1), 10-19.
• Quevedo Torrientes, M. E., Díez Ruiz, F., Aurrekoetxea Casaus, M., & Segu Odriozola, M. (2021). Efectos de la COVID-19 en la inteligencia emocional del alumnado universitario. In Ecosistema de una pandemia. COVID 19, la transformación mundial (p. 2227). Dykinson.
• Aurrekoetxea-Casaus, M., Martinez-Moran, P. C., & Díez, F. (2021).“Diagnósticos y planes de igualdad en empresas vascas: De la teoría a la Práctica.” Espacios 42(14): 87–106.
• Barrenetxea-Mínguez, L., & Martínez-Izaguirre, M. (2020). Relevancia de la formación docente para la inclusión educativa del alumnado con altas capacidades intelectuales. Atenas, 1(49), 1–19.
• Quevedo Torrientes, E., & Díez Ruiz, F. (2021). Emoción: El ingrediente secreto del aprendizaje. In Respuestas innovadoras al nuevo perfil del estudiante universitario (pp. 65–74). Sintesis.

2020 Publications

• Panadero, E., García-Pérez, D., Fernández Ruiz, J., & Sánchez-Centeno, H. (2020). A transitional year level to higher education: Challenges, experiences and self-regulatory strategies during the final year of the university preparatory level. Estudios Sobre Educación, 39, 109-133.
• Panadero, E., & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational Research Review, 30, 100329.García, D., Fraile, J. & Panadero, E. (2020). Learning strategies and self-regulation in context: how higher education students approach different courses, assessments, and challenges. European Journal of Psychology of Education. DOI: 10.1007/s10212-020-00488-z
• Fernández-Ruiz, J., & Panadero, E. (2020). Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities. Journal for the Study of Education and Development. DOI: 10.1080/02103702.2020.1722414
• Fraile, J., Gil-Izquierdo, M., Zamorano Sande, D. & Sánchez-Iglesias, I. (2020). Autorregulación del aprendizaje y procesos de evaluación formativa en los trabajos en grupo. Revista Electrónica de Investigación y Evaluación Educativa (RELIEVE). 26-1, pp. M5.

2019 Publications

• Panadero, E., & Alqassab, M. (2019). An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading. Assessment & Evaluation in Higher Education, 44(8), 1253–1278. doi:10.1080/02602938.2019.1600186.
• Balerdi E. (2019). Evaluación de impacto de un programa de intervención escénico-didáctico: actitud y autoconcepto del alumnado de Grado de Educación Primaria. AusArt Journal for Research in Art. 1, pp.141-155.
• Panadero, E., Fraile, J., Fernandez Ruiz, J., Castilla, D. & Ruiz, M. (2019). Spanish university assessment practices: Examination tradition with diversity by faculty. Assessment and Evaluation in Higher Education, 44(3), 379-397. doi:10.1080/02602938.2018.1512553.

2018 Publications

• To, J., & Panadero, E. (2019). Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment & Evaluation In Higher Education, 44(6), 920-932. doi:10.1080/02602938.2018.1548559
• Panadero, E., Fraile, J., Fernández Ruiz, J., Castilla-Estévez, D., & Ruiz, M. A. (2018). Spanish university assessment practices: examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education, 1-19.
• Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2018). Using formative assessment to influence self-and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 1-23.
• Panadero, E., Andrade, H., & Brookhart, S. M. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. Australian Educational Researcher, 45(1), 13-31. doi:10.1007/s13384-018-0258-y
• Fraile, J., Panadero, E., & Pardo, R. (2018). Self-assessment and self-grading in the Degree in Sports Science: census analysis of teaching guides. Profesorado: Revista de Currículum y Formación de Profesorado. 22(3). 
• Díez, F., Iraurgi, I. & Villa, A. (2018). Quality management in schools: Analysis of mediating factors. South African Journal of Education. Executive Editor Ronél Ferreira. 38-2, pp.1-8.
• Auzmendi E., Flores W. (2018). Actitudes hacia las matemáticas en la enseñanza universitaria y su relación con las variables género y etnia Profesorado. Revista de Currículum y Formación del Profesorado. 22, pp. 231-251.

2017 Publications

• Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front. Psychol. 8:422. doi: 10.3389/fpsyg.2017.00422
• Panadero, E., & Brown, G. T. L. (2017). Teachers’ reasons for using peer assessment: Positive experience predicts use. European Journal of Psychology of Education. doi:10.1007/s10212-015-0282-5.
• Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. doi:https://doi.org/10.1016/j.edurev.2017.08.00
• Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69–76.
• Fraile, J., Pardo, R., & Panadero, E. (2017). ¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa? Revista Complutense de Educación, 28(4).
• Rotsaert, T., Panadero, E., Estrada, E. & Schellens, T. (2017). How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders. Studies in Educational Evaluation. doi: http://dx.doi.org/10.1016/j.stueduc.2017.02.003
• Rotsaert, T., Panadero, E., Schellens, T., & Raes, A. (2017). “Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education. European Journal of Psychology of Education. doi:10.1007/s10212-017-0329-x.
• Sánchez Galán, J. M. & Fraile, J. (2017). El aprendizaje basado en la investigación: una experiencia en el grado en ciencias de la actividad física y del deporte. Revista Española de Educación Física y Deportes: REEFD. 418, pp.613-619.
• Fraile, J. & Sánchez Galán, J. M. (2017). El proceso de enseñanza-aprendizaje a través del eportafolio: Una propuesta de formación y evaluación. Revista Española de Educación Física y Deportes: REEFD. 418, pp.631-636.

2016 Publications

• Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2016).  The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions.Educational Psychology Review, doi:10.1007/s10648-015-9350-2.
• Fraile, J. & Pardo, R (2016). El ePortafolio como instrumento para fomentar la autorregulación del aprendizaje. Revista DIM: Didáctica, Innovación y Multimedia. 34.

2015 Publications

• Panadero, E., Klug, J., & Järvelä, S. (2015).  Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, doi:10.1080/00313831.2015.1066436.
• Panadero, E., Kirschner, P., Järvelä, S., Malmberg, J., & Järvenoja, H. (2015). How individual self-regulation affects group regulation and performance: A shared regulation intervention. Small Group Research, doi: 10.1177/1046496415591219.
• Panadero, E. & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, doi: 10.1027/1016-9040/a000226.

2014 Publications

•  Panadero, E., Brown, G. T. L., & Courtney, M. G. R. (2014). Teachers’ reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(3).
•  Alonso-Tapia, J., Panadero, E. & Ruiz, M. (2014). Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q). Spanish Journal of Psychology, 17(2).
•  Panadero, E. & Alonso-Tapia, J. (2014). Teorías de autorregulación educativa: Una comparación y reflexión teórica. Psicología Educativa, 20(1), 11-22. (Extended abstract in English at the end of the article).
•  Panadero, E. & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicología, 30(2), 450-462.
•  Panadero, E. & Alonso-Tapia, J. (2014). ¿Cómo autorregulan nuestros alumnos? Revisión del modelo cíclico de Zimmerman sobre autorregulación del aprendizaje. Anales de Psicología, 30(2), 450-462.
•  Panadero, E., Alonso-Tapia, J. & Huertas, J. A. (2014). Rubrics vs. self-assessment scripts: Effects on first year university students’ self-regulation and performance. Infancia y Aprendizaje: Journal for the Study of Education and Development, 37(1), 149-183.
•  Panadero, E., Alonso-Tapia, J. & Huertas, J. A. (2014). Rúbricas y guiones de autoevaluación: Efectos sobre la autorregulación y el rendimiento de estudiantes universitarios de primer año. Infancia y Aprendizaje: Journal for the Study of Education and Development, 37(1), 149-183.
•  Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133-148.

2013 Publications

•  Panadero, E., Romero, M. & Strijbos, J. W. (2013). The impact of a rubric and friendship on construct validity of peer assessment, perceived fairness and comfort, and performance. Studies in Educational Evaluation, 39(4), 195-203.
• Panadero, E., & Alonso-Tapia, J. (2013). Revisión sobre autoevaluación educativa: evidencia empírica de su implementación a través de la autocalificación sin criterios de evaluación, rúbricas y guiones.  Revista de Investigación en Educación, 11(2), 172-197.
• Panadero, E., Alonso-Tapia, J. & Reche, E. (2013). Comparison of rubrics and self-assessment scripts effect on self-regulation, performance and self-efficacy in university students. Studies in Educational Evaluation, 39(3), 125-132.
• Panadero, E. & Alonso-Tapia, J. (2013). Self-assessment: theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551-576.
• Panadero, E. & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9. 129-144.

2012 Publications

• Panadero, E., Alonso-Tapia, J., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806-813.

Advertisement