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.
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
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
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
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
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
