Publicaciones

Publicaciones 2017

• 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.
• 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. http://doi.org/10.1016/j.stueduc.2017.03.003
• 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.

Publicaciones 2016

• 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.

Publicaciones 2015

• 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.

Publicaciones 2014

•  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.

Publicaciones 2013

•  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. & Alonso-Tapia, J. (2013). Autoevaluación: connotaciones teóricas y prácticas. Cuándo ocurre, cómo se adquiere y qué hacer para potenciarla en nuestro alumnado. 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.

Publicaciones 2012

• 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.

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