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Ernesto Panadero
Ernesto Panadero
Prometric Chair in Assessment at CARPE, Dublin City University
Adresse e-mail validée de dcu.ie - Page d'accueil
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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
28042017
The use of scoring rubrics for formative assessment purposes revisited: A review
E Panadero, A Jonsson
Educational research review 9, 129-144, 2013
12172013
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
8852017
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
8082018
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
5002016
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
4962014
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
4952015
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
4312012
Socially shared regulation of learning: A review.
E Panadero, S Järvelä
European Psychologist 20 (3), 190, 2015
4172015
¿ 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
4172014
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
3842014
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
3522013
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
3412018
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
3402016
Teorías de autorregulación educativa: una comparación y reflexión teórica
E Panadero, J Alonso-Tapia
Psicología educativa 20 (1), 11-22, 2014
3222014
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
3182016
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
2552018
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
E Panadero, M Alqassab
Assessment & Evaluation in Higher Education 44 (8), 1253-1278, 2019
2502019
A review of feedback models and typologies: Towards an integrative model of feedback elements
E Panadero, AA Lipnevich
Educational Research Review 35, 100416, 2022
2322022
Using formative assessment to influence self-and co-regulated learning: the role of evaluative judgement
E Panadero, J Broadbent, D Boud, JM Lodge
European Journal of Psychology of Education 34 (3), 535-557, 2019
2252019
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