Daniel García-Pérez
Biographic Data
| ID | 2346147 |
|---|---|
| NAME | Daniel García-Pérez |
| GIVEN NAMES | Daniel |
| FAMILY NAME | García-Pérez |
| SIGNATURE | GARCÍA-PÉREZ D |
| AFFILIATIONS | Universidad Complutense de Madrid |
| ORCID | 0000-0002-5697-1792 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Habilidades y competencias socioemocionales de los docentes
Un indicador de la importancia de las habilidades y competencias socioemocionales (CSE) del profesorado está en el número de investigaciones tanto primarias como secundarias que se han publicado sobre el tema. Este artículo resume el estado de la cuestión y la evidencia encontrada hasta el momento para informar la investigación futura y la práctica educativa. Para ello, se sintetizan 13 revisiones identificadas en EBSCO, Dialnet, Scopus, Web of S…
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…
Shaping the assessors of tomorrow
This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Stu…
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 …
Transition to higher education and assessment
Higher education students need to be more autonomous when they change to this new learning environment. This is one of the reasons why many students find the transition to higher education a challenging experience, also shown by the high dropout rate in the first year of higher education. Researchers in this area have pointed out different academic, sociodemographic, psychological, and sociocultural variables that may explain students’ adaptation…
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…
Learning strategies and self-regulation in context
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…
Propuesta de marco conceptual para la democracia y la participación del alumnado en la escuela
Este artículo teórico se centra en la elaboración de un marco conceptual para investigar los procesos de participación del alumnado. Apoyándonos en planteamientos de los modelos de democracia participativa y deliberativa, partimos de nuestra consideración de la democracia como una forma de vida, que en la escuela debe acompañarse de valores como la búsqueda del bien común, la pluralidad y la creación de una atmósfera de confianza. Definimos la pa…
Propuesta de marco conceptual para la democracia y la participación del alumnado en la escuela
Este artículo teórico se centra en la elaboración de un marco conceptual para investigar los procesos de participación del alumnado. Apoyándonos en planteamientos de los modelos de democracia participativa y deliberativa, partimos de nuestra consideración de la democracia como una forma de vida, que en la escuela debe acompañarse de valores como la búsqueda del bien común, la pluralidad y la creación de una atmósfera de confianza. Definimos la pa…
Propuesta de marco conceptual para la democracia y la participación del alumnado en la escuela
Este artículo teórico se centra en la elaboración de un marco conceptual para investigar los procesos de participación del alumnado. Apoyándonos en planteamientos de los modelos de democracia participativa y deliberativa, partimos de nuestra consideración de la democracia como una forma de vida, que en la escuela debe acompañarse de valores como la búsqueda del bien común, la pluralidad y la creación de una atmósfera de confianza. Definimos la pa…
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…
Learning strategies and self-regulation in context
Transition to higher education and assessment
Higher education students need to be more autonomous when they change to this new learning environment. This is one of the reasons why many students find the transition to higher education a challenging experience, also shown by the high dropout rate in the first year of higher education. Researchers in this area have pointed out different academic, sociodemographic, psychological, and sociocultural variables that may explain students’ adaptation…
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 …
Shaping the assessors of tomorrow
This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Stu…
Habilidades y competencias socioemocionales de los docentes
Un indicador de la importancia de las habilidades y competencias socioemocionales (CSE) del profesorado está en el número de investigaciones tanto primarias como secundarias que se han publicado sobre el tema. Este artículo resume el estado de la cuestión y la evidencia encontrada hasta el momento para informar la investigación futura y la práctica educativa. Para ello, se sintetizan 13 revisiones identificadas en EBSCO, Dialnet, Scopus, Web of S…
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…
Mathematics education (6 works) · Medical education (6 works) · Medicine (6 works) · Psychology (6 works) · Student Assessment and Feedback (5 works) · Educational psychology (4 works) · Pedagogy (4 works) · Evaluation of Teaching Practices (3 works) · Higher education (3 works) · Academic achievement (2 works)