Articles

In refereed journals by year of publication

Click on publication title for the pdf download. Click on doi to visit the journal website. Some publications have a video presentation.

• 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
• 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
• 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
• 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
• 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
• 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
• 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 
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 77. Panadero, E., García-Pérez, D., Fernández Ruiz, J., Fraile, J., Sánchez-Iglesias, I., & Brown, G. T. L. (2023). Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback. Educational Psychology, 43(7), 756-779. https://doi.org/10.1080/01443410.2023.2254015
• 76. 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
• 75. 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
• 74. 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
• 73. 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 35(1), 18. https://doi.org/10.1007/s10648-023-09723-7
• 72. 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
• 71. 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
• 70. 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
• 69. 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
• 68. 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
• 67. 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
• 66. 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
• 65. 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
• 64. 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. https://doi.org/10.5944/educxx1.29870 SPANISH
• 63. 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
• 62. 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
• 61. 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
• 60. 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
• 59. Lipnevich, A., & Panadero, E. (2021). A review of feedback models and theories: Descriptions, definitions and conclusions. Frontiers in Education. https://doi.org/doi:10.3389/feduc.2021.720195
• 58. 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
• 57. 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. https://doi.org/10.1080/0969594X.2021.1999210
• 56. 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) https://doi.org/10.3389/feduc.2021.732373
• 55. 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. https://doi.org/10.1080/02602938.2021.1937512
• 54. 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. https://doi.org/10.1111/medu.14566
• 53. 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. https://doi.org/10.1016/j.iheduc.2021.100805
• 52. 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. https://doi.org/10.1007/s11092-021-09357-9
• 51. 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. https://doi.org/10.1080/0969594X.2021.1884042
• 50. 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. https://doi.org/10.1016/j.psicoe.2020.11.003
• 49. 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.
• 48. 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. https://doi.org/10.1080/0969594X.2020.1835823 Video presentation
• 47. 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. https://doi.org/10.15581/004.39.109-133 Video presentation
• 46. 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. https://doi.org/10.1080/0969594X.2020.1803589
• 45. 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. https://doi.org/10.1007/s10212-020-00488-z
• 44. 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. https://doi.org/10.1007/s11423-020-09781-6
• 43. 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. https://doi.org/10.1080/02103702.2020.1722414
• 42. Panadero, E. & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational Research Review. https://doi.org/10.1016/j.edurev.2020.100329 Video presentation
• 41. 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. https://doi.org/10.6018/analesps.370661
• 40. 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, 44(8), 1253–1278. https://doi.org/10.1080/02602938.2019.1600186
• 39. To, J. & Panadero, E. (2019). Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment and Evaluation in Higher Education, 44(6), 920-932. https://doi.org/10.1080/02602938.2018.1548559
• 38. 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. https://doi.org/10.4067/S0718-50062018000600083
• 37. 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. https://doi.org/10.1007/s10212-018-0407-8
• 36. 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. https://doi.org/10.1080/02602938.2018.1512553
• 35. 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.
• 34. 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. https://doi.org/10.1016/j.stueduc.2018.07.001
• 33. 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. https://doi.org/10.1007/s13384-018-0258-y
• 32. 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. https://doi.org/10.1007/s10734-017-0220-3
• 31. 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. https://doi.org/10.1080/02602938.2017.1343455
• 30. 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. http://dx.doi.org/10.5209/RCED.51915
• 29. 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). https://doi.org/10.1016/j.edurev.2017.08.004
• 28. Rotsaert, T., Panadero, E., Schellens, T., & Raes, A. (2018). “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. https://doi.org/10.1007/s10212-017-0329-x
• 27. 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. https://doi.org/10.1007/s10212-017-0339-8
• 26. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422). https://doi.org/10.3389/fpsyg.2017.00422
• 25. 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. https://doi.org/10.1016/j.stueduc.2017.03.003
• 24. 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. https://doi.org/10.1007/s10212-015-0282-5
• 23. 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. http://dx.doi.org/10.1016/j.stueduc.2017.02.003
• 22. 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. https://doi.org/10.1080/02103702.2016.1272874
• 21. 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. https://doi.org/10.1007/s10648-015-9350-2
• 20. 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. https://doi.org/10.1080/00313831.2015.1066436
• 19. 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. https://doi.org/10.1177/1046496415591219
• 18. 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. http://dx.doi.org/10.1016/j.chb.2015.03.082
• 17. Panadero, E. & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190-203. https://doi.org/10.1027/1016-9040/a000226
• 16. 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. https://doi.org/10.1007/s11423-014-9358-1
• 15. 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. https://doi.org/10.1080/0969594X.2014.919247
• 14. 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). https://doi.org/10.1017/sjp.2014.41
• 13. 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). https://doi.org/10.1016/j.pse.2014.05.002
• 12. 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. https://doi.org/10.1080/02103702.2014.881655
• 11. 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. http://dx.doi.org/10.6018/analesps.30.2.167221
• 11(Spanish) 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. http://dx.doi.org/10.6018/analesps.30.2.167221
• 10. 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. http://dx.doi.org/10.14204/ejrep.32.13121
• 9. 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. https://doi.org/10.1080/0969594X.2013.877872
• 8. 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. https://doi.org/10.1016/j.stueduc.2013.10.005
• 7. 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.
• 6. 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. https://doi.org/10.1016/j.stueduc.2013.04.001
• 5. 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. http://dx.doi.org/10.14204/ejrep.30.12200
• 5(Spanish) 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. http://dx.doi.org/10.14204/ejrep.30.12200
• 4. Panadero, E. & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9. 129-144. https://doi.org/10.1016/j.edurev.2013.01.002
• 3. 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. https://doi.org/10.15210/caduc.v0i42.2148
• 2. 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. https://doi.org/10.1016/j.lindif.2012.04.007
• 1. Alonso-Tapia, J., & Panadero, E. (2010). Effects of self-assessment scripts on self-regulation and learning. Infancia y Aprendizaje, 33(3), 385-397. https://doi.org/10.1174/021037010792215145