Panadero, Ernesto, Amezua-Urrutia, Alaitz, Fernández Ruiz, Javier, Rodríguez-Hernández, Carlos and Fraile, Juan (2026) Spanish university assessment practices over time: a nationwide longitudinal syllabus analysis (2015–2016 vs. 2022–2023). Assessment & Evaluation in Higher Education. pp. 1-20. ISSN 0260-2938; 1469-297X
Panadero, Ernesto, Broadbent, Jaclyn, Espasa, Anna and Guasch, Teresa (2026) Spanish Validation of the Self-Regulation for Learning Online (SRL-O) Questionnaire for University Students / Validación española del Cuestionario de Estrategias de Aprendizaje Autorregulado en entornos de aprendizaje online (SRL-O) para estudiantes universitarios. Journal for the Study of Education and Development: Infancia y Aprendizaje, 49 (3). pp. 675-714. ISSN 0210-3702; 1578-4126
Panadero, Ernesto and Brown, Gavin T. L. (2026) Agency in self-assessment is a developmental achievement, not a starting point: why prior knowledge and expert structure are preconditions for student evaluative capacity. Assessment & Evaluation in Higher Education. pp. 1-13. ISSN 0260-2938; 1469-297X
Zamorano, David, Alqassab, Maryam and Panadero, Ernesto (2026) Assessor versus assessee: a scoping review of the impact of peer assessment roles on cognitive, intrapersonal, and interpersonal outcomes. European Journal of Psychology of Education, 41 (3). ISSN 0256-2928; 1878-5174
Panadero, Ernesto, Pinedo, Leire, Fernández-Ortube, Alazne, Zamorano, David, Barrenetxea-Minguez, Lucía and Sánchez-Iglesias, Iván (2026) How rubric performance-level order and feedback shape students’ real-time self-regulation and self-efficacy. Metacognition and Learning, 21 (1). ISSN 1556-1631
Fernández-Ortube, Alazne, Panadero, Ernesto, Dignath, Charlotte and Karlen, Yves (2026) Unveiling pre-service teachers’ cognitive processes: insights from thinking-aloud protocols on self-regulated learning assessment / Descubriendo los procesos cognitivos de los docentes en formación: enseñanzas sobre la evaluación del aprendizaje autorregulado mediante protocolos de reflexión en voz alta. Journal for the Study of Education and Development: Infancia y Aprendizaje, 49 (2). pp. 399-440. ISSN 0210-3702; 1578-4126
Zamorano, David, Panadero, Ernesto, Alqassab, Maryam and Gómez-Varela, Joaquín Fernando (2026) Provider versus recipient: Peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions. Studies in Educational Evaluation, 88. p. 101560. ISSN 0191-491X
Panadero, Ernesto, Amezua-Urrutia, Alaitz, Fernández Ruiz, Javier, Rodríguez-Hernández, Carlos and Fraile, Juan (2026) Assessment practices in Spanish universities: a nationwide update seven years on. Assessment & Evaluation in Higher Education. pp. 1-21. ISSN 0260-2938; 1469-297X
Ocampo, Jose Carlos G., Panadero, Ernesto, Zamorano, David and Sanchez-Iglesias, Ivan (2025) Which gender provides more specific peer feedback? Gender and assessment training’s effects on peer feedback specificity and intrapersonal factors. Assessing Writing, 66. p. 100987. ISSN 1873-5916
Panadero, Ernesto, Delgado, Pablo, Zamorano, David, Pinedo, Leire, Fernández-Ortube, Alazne and Barrenetxea-Mínguez, Lucía (2025) Putting excellence first: How rubric performance level order and feedback type influence students’ reading patterns and task performance. Learning and Instruction, 99 (102168). p. 102168. ISSN 0959-4752
Cao, Yuan, Yan, Zi, Yang, Lan, Panadero, Ernesto and Chen, Chen (2025) Technology-mediated self-assessment in higher education: A critical review. Contemporary Educational Technology, 17 (3). p. 588. ISSN 1309-517X
Zamorano, David, Panadero, Ernesto, Alqassab, Maryam and Amillano, Alejandro (2025) Effect of Peer Feedback Role: Task Performance, Feedback Implementation and Perceptions on Learning and Trust. The Journal of Experimental Education, 94 (4). pp. 797-821. ISSN 0022-0973; 1940-0683
Fraile, Juan, Monguillot, Meritxell, González-Arévalo, Carles, Lehane, Paula and Panadero, Ernesto (2024) Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference. Studies in Educational Evaluation, 83. p. 101410. ISSN 0191-491X
Pardo, Rodrigo, García-Pérez, Daniel and Panadero, Ernesto (2024) Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers. Teaching and Teacher Education, 152. p. 104798. ISSN 0742-051X
Ortube, Alazne Fernández, Panadero, Ernesto and Dignath, Charlotte (2024) Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review. Educational Psychology Review, 36 (4). ISSN 1040-726X; 1573-336X
Panadero, Ernesto, Fernández, Javier, Pinedo, Leire, Sánchez, Iván and García-Pérez, Daniel (2024) A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles. Assessment in Education: Principles, Policy & Practice, 31 (3-4). pp. 221-253. ISSN 0969-594X; 1465-329X
Noroozi, Omid, Alqassab, Maryam, Taghizadeh Kerman, Nafiseh, Banihashem, Seyyed Kazem and Panadero, Ernesto (2024) Does perception mean learning? Insights from an online peer feedback setting. Assessment & Evaluation in Higher Education, 50 (1). pp. 83-97. ISSN 0260-2938; 1469-297X
Panadero, Ernesto, Jonsson, Anders, Pinedo, Leire and Fernández-Castilla, Belén (2023) Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review. Educational Psychology Review, 35 (4). ISSN 1040-726X; 1573-336X
Ocampo, José Carlos, Panadero, Ernesto, Zamorano, David, Sánchez-Iglesias, Iván and Diez Ruiz, Fernando (2023) The effects of gender and training on peer feedback characteristics. Assessment & Evaluation in Higher Education, 49 (4). pp. 539-555. ISSN 0260-2938; 1469-297X
Pinedo, Leire, Panadero, Ernesto, Fernández-Ruiz, Javier and Rodríguez-Hernández, Carlos (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). pp. 448-480. ISSN 0969-594X; 1465-329X
Panadero, Ernesto, García-Pérez, Daniel, Fernández Ruiz, Javier, Fraile, Juan, Sánchez-Iglesias, Iván and Brown, Gavin 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). pp. 756-779. ISSN 0144-3410; 1469-5820
Kemal, Seval, Panadero, Ernesto, Scully, Darina, Pinedo, Leire and Marshall, Kevin (2026) Ai-assisted vs traditional self-assessment: A multi-modal study of student processes, accuracy, and cognitive-emotional impact. In: ILTA EdTech 2026, 3–4 June 2026.
