All publications by topic

Feedback models reviews & commentaries

• Panadero, E. (2023). Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory. Educational Psychologist, 58(3), 193-204. https://doi.org/10.1080/00461520.2023.2223642
• Panadero, E., & Lipnevich, A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review. https://doi.org/10.1016/j.edurev.2021.100416
• Lipnevich, A., & Panadero, E. (2021). A review of feedback models and theories: Descriptions, definitions and conclusions. Frontiers in Education. doi:10.3389/feduc.2021.720195

Self-regulated learning reviews

• 90. Bembenutty, H., Kitsantas, A., DiBenedetto, M. K., Wigfield, A., Greene, J. A., Usher, E. L., Bong, M., Cleary, T. J., Panadero, E., Mullen, C. A., & Chen, P. P. (2024). Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence. Educational Psychology Review, 36(4), 139. https://doi.org/10.1007/s10648-024-09969-9
• 86. Ortube, A. F., Panadero, E., & Dignath, C. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: A Systematic Review. Educational Psychology Review, 36(4), 113. https://doi.org/10.1007/s10648-024-09919-5 
• Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422). doi:10.3389/fpsyg.2017.00422.
• Panadero, E. & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190-203. doi: 10.1027/1016-9040/a000226.
• 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. (2014). Teorías de autorregulación educativa: Una comparación y reflexión teórica. Psicología Educativa, 20(1), 11-22. (Extended abstract in English page 35).
• Bransen, D., Govaerts, M. J. B., Panadero, E., Sluijsmans, D. M. A., & Driessen, E. W. (2021). Putting self-regulated learning in context: Integrating self-, co-, and socially shared regulation of learning. Medical Educacion doi:10.1111/medu.14566
• Sáez, F. M., Díaz, A. E., Panadero, E., & Bruna, D. V. (2018). Revisión Sistemática sobre Competencias de Autorregulación del Aprendizaje en Estudiantes Universitarios y Programas Intracurriculares para su Promoción. Formación Universitaria, 11(6), 83-98. doi:10.4067/S0718-50062018000600083.

Self-regulated learning and formative assessment reviews and editorials

• Brandmo, C., Panadero, E. & Hopfenbeck, T. N. (2020). Bridging classroom assessment and self-regulated learning. Assessment in Education: Principles, Policies & Practices, 27(4), 319-331. doi: 10.1080/0969594X.2020.1803589
• Panadero, E., Broadbent, J., Boud, D. & Lodge, J. (2019). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education, 34(3), 535–557.
• Panadero, E.; Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher. doi:10.1007/s13384-018-0258-y
• 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:10.1016/j.edurev.2017.08.004.
• Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the challenge of implementation(pp. 311-326). New York: Springer.
• Panadero, E. & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9. 129-144.

Self-regulated learning and formative assessment: empirical studies

• Braund, H., DeLuca, C., Panadero, E., & Cheng, L. (2021). Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation. Frontiers in Education, 6(375) doi:https://doi.org/10.3389/feduc.2021.732373

Self-regulated learning and technology (e.g. learning analytics, SRL software tools)

• Broadbent, J., Panadero, E., Lodge, J., & Fuller-Tyszkiewicz, M. (2022). The Self-Regulation for Learning Online (SRL-O) Questionnaire. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09319-6
• Broadbent, J., Sharman, S., Panadero, E., & Fuller-Tyszkiewicz, M.(2021). How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners. The Internet and Higher Education 50, 100805. doi:10.1016/j.iheduc.2021.100805
• Broadbent, J., Panadero, E., & Fuller-Tyszkiewicz, M. (2020). Effects of mobile-app learning diaries vs online training on specific self-regulated learning components. Educational Technology Research and Development (online first). doi: 10.1007/s11423-020-09781-6
• Broadbent, J., Panadero, E., Lodge, J.M., & de Barba, P. (2020). Technologies to enhance self-regulated learning in online and computer mediated learning environments. In M.J. Bishop, J. Elen, E. Boling and V. Svihla (eds). Handbook of Research in Educational Communications and Technology. New York, NY: Springer.
• Lodge, J., Panadero, E., Broadbent, J. & de Barba, P. G. (2018). Supporting self-regulated learning with learning analytics. In J. Lodge, J. C. Horvath & L. Corrin (Eds.), Learning analytics in the classroom. Routledge.
• Järvelä, S., Kirschner, P., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Kouvaniemi, M., Järvenoja, H. (2015). Enhancing socially shared regulation in working groups: designing for CSCL regulation tools. Educational Technology Research and Development, 1-18. doi: 10.1007/s11423-014-9358-1

Self-regulated learning measurement and instruments

• Broadbent, J., Panadero, E., Lodge, J., & Fuller-Tyszkiewicz, M. (2022). The Self-Regulation for Learning Online (SRL-O) Questionnaire. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09319-6
• Panadero, E., Alonso-Tapia, J., García-Pérez, D., Sánchez Galán, J. M., & Pardo, R. (2020). Deep learning self-regulation strategies: Validation of a situational model and its questionnaire. Revista De Psicodidactica (online first). doi: https://doi.org/10.1016/j.psicoe.2020.11.003
• Alonso-Tapia, J., Abello, D., & Panadero, E., (2020). Regulating emotions and learning motivation in higher education students. International Journal of Emotional Education, 12(2), 73-89.
• Panadero, E., Klug, J., & Järvelä, S. (2016). Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723-735. doi:10.1080/00313831.2015.1066436
• 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).

Self-regulated learning empirical studies (mostly in higher education)

• Broadbent, J., Sharman, S., Panadero, E., & Fuller-Tyszkiewicz, M.(2021). How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners. The Internet and Higher Education 50, 100805. doi:10.1016/j.iheduc.2021.100805
• 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 (online first). doi: 10.1007/s10212-020-00488-z

Self-assessment and rubric reviews

• 81. Panadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: a meta-analytic review. Educational Psychology Review. 35(4), 113. https://doi.org/10.1007/s10648-023-09823-4
• 78. León, S. P., Panadero, E., & García-Martínez, I. (2023). How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy. Educational Psychology Review, 35(4): 106. https://doi.org/10.1007/s10648-023-09819-0
• Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation. Educational Psychology Review, 35(3), 81. https://doi.org/10.1007/s10648-023-09799-1
• Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2022.100484
• Panadero, E. & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational Research Review (online first). doi: 10.1016/j.edurev.2020.100329 Video presentation
• Panadero, E., Lipnevich, A., & Broadbent, J. (2019). Turning self-assessment into self-feedback. In D. Boud, M. D. Henderson, R. Ajjawi, & E. Molloy (eds). The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners. Springer.
• Panadero, E., Garcia, D., & Fraile, J. (2018). Self-Assessment for Learning in Vocational Education and Training. In S. McGrath, M. Mulder, J. Papier, & R. Suart (Eds.), Handbook of Vocational Education and Training: Developments in the Changing World of Work (pp. 1-12). Cham: Springer International Publishing.
• 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:10.1016/j.edurev.2017.08.004.
• 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, 28(4), 803-830. doi:10.1007/s10648-015-9350-2. FINAL PUBLICATION OPEN ACCESS
• Jonsson, A. & Panadero, E. (2016). The use and design of rubrics to support Assessment for Learning. In D. Carless, S. Bridges, C. Chan & R. Glofcheski (Ed.), Scaling up assessment for learning in higher education. Springer series “The Enabling Power of Assessment”: Series Editor, Claire Wyatt-Smith.
• 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.
• 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. (2011). El papel de las rúbricas en la autoevaluación y autorregulación del aprendizaje. In K. Bujan, I. Rekalde & P. Aramendi (Eds.), La Evaluación de Competencias en la Educación Superior. Las rúbricas como instrumento de evaluación. Madrid: Eduforma.

Opening the black box of self-assessment & exploring individual differences on self-assessment

• 88. Panadero, E., Pinedo, L., & Fernández-Ruiz, J. (2025). Unleashing think-aloud data double function to investigate self-assessment: quantitative and qualitative approaches. Learning & Instruction, 95 (102031). https://doi.org/10.1016/j.learninstruc.2024.102031
• 85. Panadero, E., Fernández, J., Pinedo, L., Sánchez, I., & García-Pérez, D. (2024). A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles. Assessment in Education: Principles, Policy & Practice, 1-33. https://doi.org/10.1080/0969594X.2024.2367027
• 82. Pinedo, L., Panadero, E., Fernández-Ruiz, J., & Rodríguez-Hernández, C. (2023). Students’ experiences in self-assessment: training, processes and feedback use in secondary and higher education. Assessment in Education: Principles, Policy & Practice, 30(5-6), 448-480. https://doi.org/10.1080/0969594X.2023.2284630
• Panadero, E., García-Pérez, D., Fernández-Ruiz, J., Fraile Ruiz, J., Sánchez-Iglesias, I., & Brown, G. T. L. (2022). University students’ strategies and criteria during self-assessment: feedback and year level effects. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00639-4
• Panadero, E., Fernández-Ruiz, J., & Sánchez-Iglesias, I. (2020). Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender. Assessment in Education: Principles, Policies & Practices Online first. doi: 10.1080/0969594X.2020.1835823 Video presentation

Self-feedback: theoretical models and empirical analysis

• 85. Panadero, E., Fernández, J., Pinedo, L., Sánchez, I., & García-Pérez, D. (2024). A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles. Assessment in Education: Principles, Policy & Practice, 1-33. https://doi.org/10.1080/0969594X.2024.2367027
• Panadero, E., Lipnevich, A., & Broadbent, J. (2019). Turning self-assessment into self-feedback. In D. Boud, M. D. Henderson, R. Ajjawi, & E. Molloy (eds). The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners. Springer. 

Socially shared regulated learning

• Panadero, E. & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190-203. doi: 10.1027/1016-9040/a000226.
• 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, 46(4), 431-454. doi: 10.1177/1046496415591219.
• Malmberg, J., Järvelä, S., Jarvenöja, H., & Panadero, E. (2015). Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high-and low-performing groups. Computers in Human Behavior, 52, 562–572. doi: http://dx.doi.org/10.1016/j.chb.2015.03.082.
• Järvelä, S., Kirschner, P., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Kouvaniemi, M., Järvenoja, H. (2015). Enhancing socially shared regulation in working groups: designing for CSCL regulation tools. Educational Technology Research and Development, 1-18. doi: 10.1007/s11423-014-9358-1

Peer assessment/feedback reviews

• Panadero, E., Alqassab, M. Fernández-Ruiz, J., & Ocampo, J.C.G. (2023). A systematic review on peer assessment: intrapersonal and interpersonal factors. Assessment & Evaluation in Higher education. https://doi.org/10.1080/02602938.2023.2164884
• Alqassab, M., Strijbos, J. W., Panadero, E., Fernández-Ruiz, J., Warrens, M., & To, J.(2023). A Systematic Review of Peer Assessment Design Elements. Educational Psychology Review . https://doi.org/10.1007/s10648-023-09723-7
• Ocampo, J. C. G., & Panadero, E. (2023). Web-Based Peer Assessment Platforms: What Educational Features Influence Learning, Feedback and Social Interaction? In O. Noroozi & B. De Wever (Eds.), The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes (pp. 165-182). Springer International Publishing. https://doi.org/10.1007/978-3-031-29411-2_8
• Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2022.100484
• Alqassab, M., & Panadero, E. (2020). Peer assessment. In S. M. Brookhart (Ed.), Routledge Encyclopedia of Education. New York: Routledge.
• Panadero, E. & Alqassab, M. (2019). An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading. Assessment and Evaluation in Higher Education. doi:10.1080/02602938.2019.1600186.
• Panadero, E., Jonsson, A., & Alqassab, M. (2018). Providing formative peer feedback: What do we know? In A. A. Lipnevich & J. K. Smith (Eds.),The Cambridge handbook of instructional feedback: Cambridge University Press.
• Panadero, E. (2016). Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions. In G. T. L. Brown & L. R. Harris (Eds.), Human factors and social conditions of assessment. New York: Routledge.

Peer assessment interpersonal and intrapersonal variables (including anonymity publications)

• 89. Fraile, J., Monguillot, M., González-Arévalo, C., Lehane, P., & Panadero, E. (2024). Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference. Studies in Educational Evaluation, 83, 101410. https://doi.org/10.1016/j.stueduc.2024.101410
• Panadero, E., Alqassab, M. Fernández-Ruiz, J., & Ocampo, J.C.G. (2023). A systematic review on peer assessment: intrapersonal and interpersonal factors. Assessment & Evaluation in Higher education. https://doi.org/10.1080/02602938.2023.2164884
• Ocampo, J. C. G., Panadero, E., & Díez, F. (2022). Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2130167
• Rotsaert, T., Panadero, E., & Schellens, T. (2018) Peer assessment use, its social nature challenges and perceived educational value: a teachers’ survey study. Studies in Educational Evaluation; 59, 124-132. doi: https://doi.org/10.1016/j.stueduc.2018.07.001
• Rotsaert, T., Panadero, E., & Schellens, T. (2018). Anonymity as an instructional scaffold in peer assessment: Its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills. European Journal of Psychology of Education, 33, 75-99. doi:10.1007/s10212-017-0339-8
• 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, 3, 29-40. doi:http://dx.doi.org/10.1016/j.stueduc.2017.02.003
• Panadero, E. (2016). Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions. In G. T. L. Brown & L. R. Harris (Eds.), Human factors and social conditions of assessment. New York: Routledge.

Perceptions and learning processes in peer assessment/feedback

• 84. Noroozi, O., Alqassab, M., Taghizadeh Kerman, N., Banihashem, S. K., & Panadero, E. (2024). Does perception mean learning? Insights from an online peer feedback setting. Assessment & Evaluation In Higher Education, 1-15. https://doi.org/10.1080/02602938.2024.2345669

Peer assessment/feedback comparing assessor vs assessee / provider vs receiver

• 93. Zamorano, D., Panadero, E., Alqassab, M., & Amillano, A. (2025). Effect of Peer Feedback Role: Task Performance, Feedback Implementation and Perceptions on Learning and Trust. The Journal of Experimental Education, 1-25. https://doi.org/10.1080/00220973.2025.2466146

Peer assessment/feedback and gender

• 92. Ocampo, J. C. G., Panadero, E., Sánchez-Iglesias, I., & Ruiz, F. D. (2025). “Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback. Studies in Educational Evaluation, 85, 101455. https://doi.org/10.1016/j.stueduc.2025.101455
• 79. Ocampo, J. C., Panadero, E., Zamorano, D., Sánchez-Iglesias, I., & Diez Ruiz, F. (2023). The effects of gender and training on peer feedback characteristics. Assessment & Evaluation In Higher Education, 1-17. https://doi.org/10.1080/02602938.2023.2286432

Peer feedback

• 93. Zamorano, D., Panadero, E., Alqassab, M., & Amillano, A. (2025). Effect of Peer Feedback Role: Task Performance, Feedback Implementation and Perceptions on Learning and Trust. The Journal of Experimental Education, 1-25. https://doi.org/10.1080/00220973.2025.2466146
• 92. Ocampo, J. C. G., Panadero, E., Sánchez-Iglesias, I., & Ruiz, F. D. (2025). “Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback. Studies in Educational Evaluation, 85, 101455. https://doi.org/10.1016/j.stueduc.2025.101455
• 79. Ocampo, J. C., Panadero, E., Zamorano, D., Sánchez-Iglesias, I., & Diez Ruiz, F. (2023). The effects of gender and training on peer feedback characteristics. Assessment & Evaluation In Higher Education, 1-17. https://doi.org/10.1080/02602938.2023.2286432
• 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, 3(2), 255-275. doi:10.1007/s10212-017-0329-x

Comparing peer assessment rubric vs. non-rubric (construct validity and friendship)

• 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.

Combining and/or comparing peer and self-assessment

• Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2022.100484
• To, J. & Panadero, E. (2019). Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment and Evaluation in Higher Education. doi:10.1080/02602938.2018.1548559.

Evaluative judgment

• Panadero, E., Broadbent, J., Boud, D. & Lodge, J.. (Online first publication). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education.
• Panadero, E., & Broadbent, J. (2018). Developing evaluative judgement: A self-regulated learning perspective. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing Evaluative Judgement: Assessment for Knowing and Producing Quality Work. Abingdon: Routledge.
• Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work.Higher Education, 6(3), 467-481. doi:10.1007/s10734-017-0220-3

Teacher assessment practices (mostly on formative assessment)

• 87. Pardo, R., García-Pérez, D., & Panadero, E. (2024). Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers. Teaching and Teacher Education, 152, 104798. https://doi.org/10.1016/j.tate.2024.104798
• Fernández Ruiz, J., & Panadero, E. (2022). Assessment professional development courses for university teachers: A nationwide analysis exploring length, evaluation and content. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2099811
• Panadero, E., Fraile, J., & García-Pérez, D. (2022). Transition to higher education and assessment: a one year longitudinal study. Educación XX1, 25(2), 15-37. doi.org/10.5944/educxx1.29870 SPANISH
• Panadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., & Diez, F. (2022). Changes in classroom assessment practices during emergency remote teaching due to COVID-19. Assessment in Education: Principles, Policy & Practice, 1-22. https://doi.org/10.1080/0969594X.2022.2067123
• Fernández-Ruiz, J., Panadero, E., & García-Pérez, D. (2021). Assessment from a disciplinary approach: Design and implementation in three undergraduate programmes. Assessment in Education: Principles, Policy & Practice. doi.org/10.1080/0969594X.2021.1999210
• Braund, H., DeLuca, C., Panadero, E., & Cheng, L. (2021). Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation. Frontiers in Education, 6(375) doi:https://doi.org/10.3389/feduc.2021.732373
• 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 doi:https://doi.org/10.1080/02602938.2021.1937512
• Lipnevich, A. A., Panadero, E., Gjicali, K., & Fraile, J. (2021). What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities. Educational Assessment, Evaluation and Accountability(online first). doi:10.1007/s11092-021-09357-9
• Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 1-33. doi:10.1080/0969594X.2021.1884042
• 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(online first). doi: 10.1080/02103702.2020.1722414
• 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.
• Fraile, J., Pardo, R., & Panadero, E. (2018). Autoevaluación y autocalificación en el grado en ciencias de la actividad física y del deporte: estudio censal de las guías docentes. Profesorado: Revista de Currículum y Formación del Profesorado, 22(3), 163-182.
• Broadbent, J., Panadero, E., & Boud, D. (2018). Implementing summative assessment with a formative flavour: A case study in a large class. Assessment & Evaluation In Higher Education, 43(2), 307-322. doi:10.1080/02602938.2017.1343455
• Rotsaert, T., Panadero, E., & Schellens, T. (2018) Peer assessment use, its social nature challenges and perceived educational value: a teachers’ survey study. Studies in Educational Evaluation; 59, 124-132. doi: https://doi.org/10.1016/j.stueduc.2018.07.001
• Fraile, J., Pardo, R., & Panadero, E. (2017). ¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa? Revista Complutense de Educación, 28(4), 1321-1334. doi: http://dx.doi.org/10.5209/RCED.51915
• Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the challenge of implementation(pp. 311-326). New York: Springer.
• Panadero, E., & Brown, G. T. L. (2017). Teachers’ reasons for using peer assessment: Positive experience predicts use. European Journal of Psychology of Education, 32(1), 133-156. doi:10.1007/s10212-015-0282-5. FINAL PUBLICATION OPEN ACCESS
• 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), 365-383. doi:10.1080/0969594X.2014.919247.

Comparing different assessment tools effects (Rubrics vs. scripts vs. no tool)

• Lipnevich, A., Panadero, E., & Calistro, T. (2022). Unraveling the effects of rubrics and exemplars on student writing performance. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000434
• 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.
• 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., & 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.
• Alonso-Tapia, J., & Panadero, E. (2010). Effects of self-assessment scripts on self-regulation and learning. Infancia y Aprendizaje, 33(3), 385-397.

Self-assessment accuracy

• 78. León, S. P., Panadero, E., & García-Martínez, I. (2023). How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy. Educational Psychology Review, 35(4): 106. https://doi.org/10.1007/s10648-023-09819-0

Rubrics design

• 83. Panadero, E., Fernández Ortube, A., Krebs, R., & Roelle, J. (2024) Analysis of online rubric platforms: Advancing toward erubrics. Assessment & Evaluation In Higher Education, 1-19. https://doi.org/10.1080/02602938.2024.2345657
• 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. doi:10.1016/j.stueduc.2017.03.003.

Rubrics & technology

• 83. Panadero, E., Fernández Ortube, A., Krebs, R., & Roelle, J. (2024) Analysis of online rubric platforms: Advancing toward erubrics. Assessment & Evaluation In Higher Education, 1-19. https://doi.org/10.1080/02602938.2024.2345657

Exemplars

• Lipnevich, A., Panadero, E., & Calistro, T. (2022). Unraveling the effects of rubrics and exemplars on student writing performance. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000434
• To, J., Panadero, E., & Carless, D. (2021). A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation In Higher Education. https://doi.org/10.1080/02602938.2021.2011134

Grades effects

• 91. Panadero, E., & Sánchez-Iglesias, I. (2025). Impact of Displaying Grades Vs. Not Displaying Grades on Academic Performance and Emotional Outcomes While Delivering Feedback Comments: A Longitudinal Study. Educational Assessment, 1(21-40). https://doi.org/10.1080/10627197.2025.2455128

Feedback engagement

• Jonsson, A., & Panadero, E. (2018). Facilitating students’ active engagement with feedback. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback: Cambridge University Press.

Feedback & technology

• Dawson, S., Pardo, A., Salehian Kia, F., & Panadero, E. (2023). An Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic review. LAK23: 13th International Learning Analytics and Knowledge Conference (LAK 2023), March 13–17, 2023, Arlington, TX, USA. https://doi.org/10.1145/3576050.3576074

Learning challenges and transition among education levels

• Panadero, E., Fraile, J., & García-Pérez, D. (2022). Transition to higher education and assessment: a one year longitudinal study. Educación XX1, 25(2), 15-37. doi.org/10.5944/educxx1.29870 SPANISH
• 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. doi: 10.15581/004.39.109-133 Video presentation
• Koivuniemi, M., Panadero, E., Malmberg, J., & Järvelä, S. (2017). Higher education students’ learning challenges and regulatory skills in different learning situations. Infancia y Aprendizaje, 40(1), 19-55. doi:10.1080/02103702.2016.1272874. Publication in English and Spanish.

Critical incidents and teachers’ professional development

• Panadero, E., & Monereo, C. (2014). Using shared reports to explore the nature and resolution of critical incidents between higher education teachers and students. Electronic Journal of Research in Educational Psychology, 12(1), 241-262.
• Monereo, C., Panadero, E. & Scartezini, R. (2013). SharEVents. La utilización de informes compartidos sobre incidentes críticos como medio para la formación docente. Cadernos de Educaçao, 42.

Teachers’ instructional strategies

• Abello, D. M., Alonso Tapia, J., & Panadero, E. (2022). Influence of classroom motivational climate and teaching style on university students’ self-regulation and performance. Revista Complutense de Educación, 33(3), 399-412. https://doi.org/10.5209/rced.74455
• Abello, D., Alonso-Tapia, J. & Panadero, E. (2019). Development and validation of the Teaching Styles Inventory for Higher Education (TSIH). Anales de Psicología / Annals of Psychology, 36(1), 143-154. doi:10.6018/analesps.370661

Methodological papers

88. Panadero, E., Pinedo, L., & Fernández-Ruiz, J. (2025). Unleashing think-aloud data double function to investigate self-assessment: quantitative and qualitative approaches. Learning & Instruction, 95 (102031). https://doi.org/10.1016/j.learninstruc.2024.102031

Teachers’ wellbeing, emotions and motivation

• Panadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., Balerdi, E., & Diez, F. (2022). Teachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.826828

Classroom motivational climate

• Abello, D. M., Alonso Tapia, J., & Panadero, E. (2022). Influence of classroom motivational climate and teaching style on university students’ self-regulation and performance. Revista Complutense de Educación, 33(3), 399-412. https://doi.org/10.5209/rced.74455
• Abello, D. M., Alonso Tapia, J., & Panadero, E. (2021). Classroom motivational climate in higher education: Validation of a model for assessment. International Journal of Instruction, 14(2), 685-702. https://doi.org/10.29333/iji.2021.14238a

Situated goals questionnaire validation

• 80. Abello, D. M., Alonso Tapia, J., & Panadero, E. (2023). Situated goals questionnaire transcultural adjustment and validation: comparison between Colombian and Spanish students. Electronic Journal of Research in Educational Psychology, 21(3), 667-692. https://doi.org/10.25115/ejrep.v21i61.6811

Effects of COVID 19 lockdown in education

• Panadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., & Diez, F. (2022). Changes in classroom assessment practices during emergency remote teaching due to COVID-19. Assessment in Education: Principles, Policy & Practice, 1-22. https://doi.org/10.1080/0969594X.2022.2067123
• Panadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., Balerdi, E., & Diez, F. (2022). Teachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.826828

Tribute

• 90. Bembenutty, H., Kitsantas, A., DiBenedetto, M. K., Wigfield, A., Greene, J. A., Usher, E. L., Bong, M., Cleary, T. J., Panadero, E., Mullen, C. A., & Chen, P. P. (2024). Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence. Educational Psychology Review, 36(4), 139. https://doi.org/10.1007/s10648-024-09969-9

Book reviews

• Panadero, E., & Dochy, F. (2013). Student self-assessment: Assessment, learning and empowerment. Assessment and Evaluation in Higher Education, 1-3. doi: 10.1080/02602938.2013.871412