Ernesto Panadero
Dados Biográficos
| ID | 6509856 |
|---|---|
| NOME | Ernesto Panadero |
| PRENOMES | Ernesto |
| SOBRENOME | Panadero |
| ASSINATURA | PANADERO E |
| AFILIAÇÕES | Ikerbasque |
| ORCID | 0000-0003-0859-3616 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 52 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 52 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes
Self-assessment (SA) and peer-assessment (PA) are increasingly studied for their effects on learning strategies and affective outcomes. This review examined the effect of SA and PA on eight groups of outcome variables: four self-regulated learning strategies (general regulatory strategies, (meta)cognitive strategies, regulation of motivation, regulation of the resources and the environment) and four affective outcomes (attitude, emotion, motivati…
Assessor versus assessee
Peer assessment can shape students' learning across cognitive, intrapersonal, and interpersonal outcomes. When students participate in peer assessment, they can take on two distinct roles, as assessors or as assessees, each of which may shape their learning differently. However, only recently, there has been interest in comparing how each role contributes to students' learning. This comparison comes with a challenge: students usually play both ro…
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…
Unveiling pre-service teachers’ cognitive processes
Self-regulated learning (SRL) is essential for lifelong learning but challenging to achieve without guidance. Teachers play a key role in fostering SRL, requiring diagnostic competence to assess students’ SRL skills and provide tailored support. However, many teachers lack the ability to accurately assess SRL, highlighting the need to address this in pre-service teacher training. This study explored how SRL-specific tools influence pre-service te…
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…
Provider versus recipient
When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education…
How the order of performance levels influences rubric engagement and task performance in digital environments
Rubrics are widely used in education to communicate the assessment standards and support student learning, yet little is known about how specific design features influence their effectiveness. This study examined how the order of performance levels (PLs) in an analytic rubric – ascending (lowest to highest) versus descending (highest to lowest) – affects undergraduate students’ task performance and engagement with the rubric in a digital environm…
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…
How dominant language influences rubric reading and task performance
The students’ dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spa…
Decremental research in the GenAI era
The rapid adoption of generative artificial intelligence (GenAI) in education has created an urgent need to rethink how we conceptualize and study learning. While GenAI tools can improve academic performance, they also raise a deeper concern: the displacement or erosion of essential cognitive, affective, behavioural and self-regulatory processes. This article introduces the concept of decremental research, a methodological agenda focused not only…
“Due to the composition of the feedback, I think it’s a girl”
Does perception mean learning? Insights from an online peer feedback setting
Many peer feedback studies examined students’ perceptions. Yet, little is known about how perceived and actual learning are related, and how they are influenced by individual and contextual characteristics including success level, educational level, gender, and academic major. This exploratory study addressed this research gap. Students from a Dutch university (N = 284) attended a three-week online module during which they were engaged in peer fe…
Analysis of online rubric platforms
Rubrics play a crucial role in shaping educational assessment, providing clear criteria for both teaching and learning. The advent of online rubric platforms has the potential to significantly enhance the effectiveness of rubrics in educational contexts, offering innovative features for assessment and feedback through the creation of erubrics. This study presents a comprehensive analysis of 19 online rubric platforms structured around five resear…
Investigating anonymity in formative and summative peer assessment
This study examines the impact of anonymity on students’ social-affective processes, as well as their perceptions and preferences regarding peer assessment and grading for both formative and summative purposes. 177 higher education students participated in this quasi-experimental study. They participated in two peer assessment activities after receiving training on the provision of effective feedback. The first peer assessment activity was format…
The effects of gender and training on peer feedback characteristics
Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by assessors for poor, average and excellent writing samples, using a randomised controlled design. A tot…
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 …
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment
A number of studies have expressed that gender might be a source of difference and bias in peer assessment activities. However, evidence supporting this remains mixed and scant. The present study examined gender difference and accuracy bias between men and women assessors’ peer scoring of same-sex or opposite-sex writing samples using a quasi-experimental approach in which we implemented peer assessment training to explore if it could minimise ge…
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…
A review of feedback models and typologies
A number of models has been proposed to describe various types of feedback along with mechanisms through which feedback may improve student performance and learning. We selected fourteen most prominent models, which we discussed in two complementary reviews. In the first part (Lipnevich & Panadero, 2021) we described the models, feedback definitions, and the empirical evidence supporting them, whereas in the present publication, we analyzed and c…
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…
El aula universitaria. La influencia del clima motivacional y el estilo de enseñanza sobre la autorregulación y el desempeño de los estudiantes
Comprender la influencia que tienen las acciones del maestro en el aula en los procesos educativos de los estudiantes permite proyectar acciones de formación y cualificación docente para mejorar la enseñanza. Este trabajo estudia la influencia del entorno instruccional en la universidad, definido por el Estilo de Enseñanza y el Clima Motivacional de Clase, sobre la percepción de los cambios motivacionales, la autorregulación de emociones y el ren…
Putting self‐regulated learning in context
Processes involved in the regulation of learning have been researched for decades, because of its impact on academic and workplace performance. In fact, self‐regulated learning is the focus of countless studies in health professions education and higher education in general. While we will always need competent individuals who are able to regulate their own learning, developments in healthcare require a shift from a focus on the individual to the …
A systematic review of the educational uses and effects of exemplars
Sem obras proeminentes nesta página.
The use of scoring rubrics for formative assessment purposes revisited
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers
The impact of a rubric and friendship on peer assessment
Student self-assessment
The best way to define the reading of Student Self-assessment: Assessment, Learning and Empowerment is as a learning experience, even for scholars who have conducted research in self-assessment. Th
Enhancing socially shared regulation in collaborative learning groups
Socially Shared Regulation of Learning
Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence …
The Future of Student Self-Assessment
Effects of self-assessment on self-regulated learning and self-efficacy
A Review of Self-regulated Learning
Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within …
Co-creating rubrics
How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders
Developing evaluative judgement
Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discours…
Fusing self-regulated learning and formative assessment
Peer assessment use, its social nature challenges and perceived educational value
Implementing summative assessment with a formative flavour
Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large under…
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…
Peer assessment effects on the self-assessment process of first-year undergraduates
Peers carry potential in enhancing students’ self-assessment development, but few studies have explored how peer scaffolding is enacted in the process. This qualitative study explores peer assessment effects on the self-assessment process of 11 first-year undergraduates and the factors limiting peer influence. Drawing on the data from students’ journals, follow-up interviews, observations of in-class formative peer assessment activities and teach…
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b…
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…
Effects of mobile-app learning diaries vs online training on specific self-regulated learning components
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…
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
A Review of Feedback Models and Theories
The positive effect of feedback on students’ performance and learning is no longer disputed. For this reason, scholars have been working on developing models and theories that explain how feedback works and which variables may contribute to student engagement with it. Our aim with this review was to describe the most prominent models and theories, identified using a systematic, three-step approach. We selected 14 publications and described defini…
Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation
Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, emotions, or cognitive processes of an individual (a student) to align with goals or expectations and is being recognized as a strategy for developing self-regulation. Formative assessment practices may…
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners
Psychology (40 obras) · Student Assessment and Feedback (35 obras) · Mathematics education (30 obras) · Innovative Teaching and Learning Methods (20 obras) · Computer Science (18 obras) · Medical education (17 obras) · Medicine (16 obras) · Pedagogy (16 obras) · Social Psychology (14 obras) · Evaluation of Teaching Practices (13 obras)