| Changes in classroom assessment practices during emergency remote teaching due to COVID-19 E Panadero, J Fraile, L Pinedo, C Rodríguez-Hernández, F Díez Assessment in Education: Principles, Policy & Practice 29 (3), 361-382, 2022 | 48 | 2022 |
| Teachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19 E Panadero, J Fraile, L Pinedo, C Rodríguez-Hernández, E Balerdi, ... Frontiers in psychology 13, 826828, 2022 | 43 | 2022 |
| Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: A meta-analytic review E Panadero, A Jonsson, L Pinedo, B Fernández-Castilla Educational Psychology Review 35 (4), 113, 2023 | 16 | 2023 |
| Assessment design decisions in practice: Profile identification in approaches to assessment design J Fernández Ruiz, E Panadero, D García-Pérez, L Pinedo Assessment & Evaluation in Higher Education 47 (4), 606-621, 2022 | 9 | 2022 |
| Students’ experiences in self-assessment: training, processes and feedback use in secondary and higher education L Pinedo, E Panadero, J Fernández-Ruiz, C Rodríguez-Hernández Assessment in Education: Principles, Policy & Practice 30 (5-6), 448-480, 2023 | 3 | 2023 |
| A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles E Panadero, J Fernández, L Pinedo, I Sánchez, D García-Pérez Assessment in Education: Principles, Policy & Practice, 1-33, 2024 | 2 | 2024 |
Ernesto PanaderoPrometric Chair in Assessment at CARPE, Dublin City University在 dcu.ie 的电子邮件经过验证
Ernesto PanaderoPrometric Chair in Assessment at CARPE, Dublin City University在 dcu.ie 的电子邮件经过验证
Javier Fernández RuizUniversidad Autónoma de Madrid在 uam.es 的电子邮件经过验证