Ernesto Panadero
Ernesto Panadero
Prometric Chair in Assessment at CARPE, Dublin City University
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A review of self-regulated learning: Six models and four directions for research
E Panadero
Frontiers in psychology 8, 422, 2017
The use of scoring rubrics for formative assessment purposes revisited: A review
E Panadero, A Jonsson
Educational research review 9, 129-144, 2013
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
E Panadero, A Jonsson, J Botella
Educational Research Review 22, 74-98, 2017
Developing evaluative judgement: enabling students to make decisions about the quality of work
J Tai, R Ajjawi, D Boud, P Dawson, E Panadero
Higher Education 76 (3), 467-481, 2018
Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools
S Järvelä, PA Kirschner, E Panadero, J Malmberg, C Phielix, J Jaspers, ...
Educational Technology Research and Development 63 (1), 125-142, 2015
How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning
E Panadero, J Alonso-Tapia
Anales de psicologia 30 (2), 450-462, 2014
Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education
E Panadero, JA Tapia, JA Huertas
Learning and individual differences 22 (6), 806-813, 2012
The future of student self-assessment: A review of known unknowns and potential directions
E Panadero, GTL Brown, JW Strijbos
Educational Psychology Review 28 (4), 803-830, 2016
¿ Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje
E Panadero, J Alonso-Tapia
Anales de Psicología/Annals of Psychology 30 (2), 450-462, 2014
Socially shared regulation of learning: A review.
E Panadero, S Järvelä
European Psychologist 20 (3), 190, 2015
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy
E Panadero, M Romero
Assessment in Education: Principles, Policy & Practice 21 (2), 133-148, 2014
Self-assessment: theoretical and practical connotations, when it happens, how is it acquired and what to do to develop it in our students.
E Panadero, J Alonso-Tapia
Universidad de Almería, 2013
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand
E Panadero, J Klug, S Järvelä
Scandinavian Journal of Educational Research 60 (6), 723-735, 2016
Teorías de autorregulación educativa: una comparación y reflexión teórica
E Panadero, J Alonso-Tapia
Psicología educativa 20 (1), 11-22, 2014
Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going
E Panadero, H Andrade, S Brookhart
The Australian Educational Researcher 45 (1), 13-31, 2018
Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation
E Panadero, A Jonsson, JW Strijbos
Assessment for learning: Meeting the challenge of implementation, 311-326, 2016
Implementing summative assessment with a formative flavour: a case study in a large class
J Broadbent, E Panadero, D Boud
Assessment & Evaluation in Higher Education 43 (2), 307-322, 2018
The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort
E Panadero, M Romero, JW Strijbos
Studies in Educational Evaluation 39 (4), 195-203, 2013
Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high-and low-performing groups
J Malmberg, S Järvelä, H Järvenoja, E Panadero
Computers in Human Behavior 52, 562-572, 2015
Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions
E Panadero
Handbook of human and social conditions in assessment, 247-266, 2016
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