- 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
- 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.
- Alqassab, M., & Panadero, E. (2020). Peer assessment. In S. M. Brookhart (Ed.), Routledge Encyclopedia of Education. New York: Routledge.
- 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.
- 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.
- 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., 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.
- 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.
- 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.
- 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.
- 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.
- 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. (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.