Javier Fernández Ruiz
Datos Biográficos
| ID | 8901605 |
|---|---|
| NOMBRE | Javier Fernández Ruiz |
| NOMBRES | Javier Fernández |
| APELLIDO | Ruiz |
| FIRMA | RUÍZ J F |
| AFILIACIONES | Universidad Autónoma de Madrid |
| ORCID | 0000-0001-5419-7687 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
The affective cost of miscalibration
The alignment of self-assessment judgements to formal grading (i.e., accuracy) is an essential process by which students calibrate their thinking about work quality to disciplinary standards. However, extensive research shows that students are not well-calibrated in their self-assessments. Relatively little is known about how the realism of self-assessment affects positive or negative emotions and self-efficacy. In this study, we examined the rel…
When teachers’ assessment intentions meet students’ classroom experience
Assessment operates in classrooms not only as an instructional procedure but also as a communicative process through which teachers convey meanings about learning and performance. Yet little is known about whether teachers’ conceptions of assessment are reflected in their students’ perceptions of assessment and classroom motivational climate. This study examined this cross-level relationship by linking teacher conceptions and characteristics to s…
Assessment practices in Spanish universities
This study offers an updated nationwide analysis of assessment practices in Spanish public universities, building on the syllabus study by Panadero et al. (Citation2019). Using the same coding framework, we examined 1434 undergraduate syllabi from 45 universities (academic year 2022–2023). The study explored the types and number of assessment practices, their relative weight in final grades, disciplinary and year-level differences and student par…
University students’ strategies and criteria during self-assessment
This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor’s written feedback, and rubric feedback plus instructor’s written feedback). Participants, after random assignment to feedback condition, were video-recorded performing …
A systematic review on peer assessment
Assessment professional development courses for university teachers
The design and implementation of assessment is one of the main challenges for university teachers, who claimed needing more and better professional development courses in such area. Our study aimed to analyse at a nationwide level how public universities (N = 50) design and implement their assessment professional development courses and programmes. Every professional development course from Spanish public universities (N = 1627) was screened, and…
Assessment design decisions in practice
This study aims to identify different profiles of higher education teachers based on the way they design their assessment methods. It also explores differential characteristics in each profile and differences in the assessment methods preferred by the teachers and those implemented in their subjects. Seventeen teachers from four universities participated carrying out a think-aloud simulation task: designing the assessment methods for a set of lea…
A Transitional Year Level to Higher Education
Final Year level of the University Preparatory cycle (FYUP) –in Spanish 2o Bachillerato– is one of the most challenging academic courses. It is extremely demanding academically in itself and by the end of it students must also pass the university entry exam. Yet research has not investigated how students experience this year. We thus explored, using in-depth interviews with 75 students from two public high schools, their attitudes toward this aca…
Comparison between conceptions and assessment practices among secondary education teachers
Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a quest…
Spanish university assessment practices
Classroom assessment is crucial to understand how students approach course materials, even more so in a competitive environment such as higher education. Our aim was to explore the current situation of assessment in higher education to consider further institutional and training actions. Every syllabus from all public universities in Spain was entered into a database, from which 1,693 syllabi were selected completely at random for a content analy…
Sin obras prominentes en esta página.
Spanish university assessment practices
Classroom assessment is crucial to understand how students approach course materials, even more so in a competitive environment such as higher education. Our aim was to explore the current situation of assessment in higher education to consider further institutional and training actions. Every syllabus from all public universities in Spain was entered into a database, from which 1,693 syllabi were selected completely at random for a content analy…
A Transitional Year Level to Higher Education
Final Year level of the University Preparatory cycle (FYUP) –in Spanish 2o Bachillerato– is one of the most challenging academic courses. It is extremely demanding academically in itself and by the end of it students must also pass the university entry exam. Yet research has not investigated how students experience this year. We thus explored, using in-depth interviews with 75 students from two public high schools, their attitudes toward this aca…
Comparison between conceptions and assessment practices among secondary education teachers
Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a quest…
Assessment design decisions in practice
This study aims to identify different profiles of higher education teachers based on the way they design their assessment methods. It also explores differential characteristics in each profile and differences in the assessment methods preferred by the teachers and those implemented in their subjects. Seventeen teachers from four universities participated carrying out a think-aloud simulation task: designing the assessment methods for a set of lea…
University students’ strategies and criteria during self-assessment
This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor’s written feedback, and rubric feedback plus instructor’s written feedback). Participants, after random assignment to feedback condition, were video-recorded performing …
A systematic review on peer assessment
Assessment professional development courses for university teachers
The design and implementation of assessment is one of the main challenges for university teachers, who claimed needing more and better professional development courses in such area. Our study aimed to analyse at a nationwide level how public universities (N = 50) design and implement their assessment professional development courses and programmes. Every professional development course from Spanish public universities (N = 1627) was screened, and…
The affective cost of miscalibration
The alignment of self-assessment judgements to formal grading (i.e., accuracy) is an essential process by which students calibrate their thinking about work quality to disciplinary standards. However, extensive research shows that students are not well-calibrated in their self-assessments. Relatively little is known about how the realism of self-assessment affects positive or negative emotions and self-efficacy. In this study, we examined the rel…
When teachers’ assessment intentions meet students’ classroom experience
Assessment operates in classrooms not only as an instructional procedure but also as a communicative process through which teachers convey meanings about learning and performance. Yet little is known about whether teachers’ conceptions of assessment are reflected in their students’ perceptions of assessment and classroom motivational climate. This study examined this cross-level relationship by linking teacher conceptions and characteristics to s…
Assessment practices in Spanish universities
This study offers an updated nationwide analysis of assessment practices in Spanish public universities, building on the syllabus study by Panadero et al. (Citation2019). Using the same coding framework, we examined 1434 undergraduate syllabi from 45 universities (academic year 2022–2023). The study explored the types and number of assessment practices, their relative weight in final grades, disciplinary and year-level differences and student par…
Student Assessment and Feedback (8 obras) · Mathematics education (6 obras) · Psychology (6 obras) · Medical education (5 obras) · Medicine (5 obras) · Pedagogy (5 obras) · Higher education (4 obras) · Higher Education Teaching and Evaluation (4 obras) · Evaluation of Teaching Practices (3 obras) · Political science (3 obras)