logo
科言猫学术研究的AI总结
language
手机端手机端
  • Phone Feature微信小程序
简体中文简体中文
notice消息通知
博客博客
delete
arrow
返回
E

Ernesto Panadero

Dublin City University

52H指数
153论文数
1.2W被引数
收录论文 58
发表时间
logo
Correction: The role of performance level descriptions for the effects of rubrics on self-assessment accuracy and performance修正：等级描述对评分细则影响自我评估准确性和表现的作用
errMetacognition and Learning
IF4.8
err2026-09-18
err0
errOAAI
errRebecca Krebs; Julia Waldeyer; Björn Rothstein; Ernesto Panadero; Julian Roelle
err分享
err收藏
The role of performance level descriptions for the effects of rubrics on self-assessment accuracy and performance表现水平描述对评分细则影响自我评估准确性和表现的作用
errMetacognition and Learning
IF4.8
err2026-09-04
err0
errOAAI
errRebecca Krebs; Julia Waldeyer; Björn Rothstein; Ernesto Panadero; Julian Roelle
err分享
err收藏
Spanish university assessment practices over time: a nationwide longitudinal syllabus analysis (2015–2016 vs. 2022–2023)西班牙大学评估实践随时间的变化：一项全国性纵向教学大纲分析（2015–2016与2022–2023）
errAssessment & Evaluation in Higher Education
IF0
err2026-07-31
err0
errOAAI
errErnesto Panadero; Alaitz Amezua-Urrutia; Javier Fernández Ruiz; Carlos Rodríguez-Hernández; Juan Fraile
err分享
err收藏
Assessor versus assessee: a scoping review of the impact of peer assessment roles on cognitive, intrapersonal, and interpersonal outcomes评估者与被评估者：同伴评估角色对认知、人际和人际结果影响的范围综述
errEuropean Journal of Psychology of Education
IF2.8
err2026-06-23
err0
errOAAI
errDavid Zamorano; Maryam Alqassab; Ernesto Panadero
err分享
err收藏
When teachers’ assessment intentions meet students’ classroom experience: Evidence of interpretive misalignment in secondary physical education当教师评价意图与学生课堂体验相遇：中学体育教育中解释性错位的证据
errStudies in Educational Evaluation
IF3.1
err2026-06-22
err0
errOAAI
errErnesto Panadero; Vasiliki Pitsia; Javier Fernández-Ruiz; Daniel García-Pérez; Rodrigo Pardo
err分享
err收藏
A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes元分析综述：自我评估和同伴评估干预对自我调节学习策略和情感结果的影响
errassessment in education: principles, policy & practice
IF0
err2026-06-07
err0
errOAAI
errZi Yan; Hongling Lao; Ernesto Panadero; Belén Fernández-Castilla
err分享
err收藏
How rubric performance-level order and feedback shape students’ real-time self-regulation and self-efficacy评分细则中表现水平的顺序和反馈如何塑造学生实时的自我调节和自我效能感
errMetacognition and Learning
IF4.8
err2026-05-30
err0
errOAAI
errErnesto Panadero; Leire Pinedo; Alazne Fernández-Ortube; David Zamorano; Lucía Barrenetxea-Minguez; Iván Sánchez-Iglesias
err分享
err收藏
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揭示职前教师的认知过程：来自关于自我调节学习评估的出声思考协议的见解
errJournal for the Study of Education and Development
IF1.8
err2026-05-01
err0
PREAI
errFernandez-Ortube, Alazne; Panadero, Ernesto; Dignath, Charlotte; Karlen, Yves
err分享
err收藏
Assessment practices in Spanish universities: a nationwide update seven years on西班牙大学评估实践：七年后的全国性更新
errAssessment and Evaluation in Higher Education
IF3.8
err2026-02-13
err0
PREAI
errErnesto Panadero; Alaitz Amezua-Urrutia; Javier Fernández Ruiz; Carlos Rodríguez-Hernández; Juan Fraile
err分享
err收藏
Provider versus recipient: Peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions
errStudies in Educational Evaluation
IF3.1
err2026-01-28
err0
errOAAI
errDavid Zamorano; Ernesto Panadero; Maryam Alqassab; Joaquín Fernando Gómez-Varela
err分享
err收藏
Tracking self-regulated learning in action: How individual differences shape positive and negative regulation across three types of tasks追踪行动中的自我调节学习：个体差异如何塑造三种任务类型中的积极与消极调节
errLearning and Individual Differences
IF9
err2025-10-08
err0
errOAAI
errErnesto Panadero; Alazne Fernández-Ortube; David Zamorano; Leire Pinedo; Iván Sánchez-Iglesias; Lucía Barrenetxea-Mínguez
err分享
err收藏
Which gender provides more specific peer feedback? Gender and assessment training’s effects on peer feedback specificity and intrapersonal factors哪种性别提供更具体的同伴反馈？性别和评估培训对同伴反馈具体性和人际内部因素的影响
errAssessing Writing
IF5.5
err2025-10-07
err0
errOAAI
errJosé Carlos G. Ocampo; Ernesto Panadero; David Zamorano; Iván Sánchez-Iglesias
err分享
err收藏
Barry J. Zimmerman’s Enduring Legacy: The Inspiring Fusion of Self-Regulated Learning Theory, Practice, and Mentorship巴里·J·齐默曼的持久遗产：自我调节学习理论、实践与指导的鼓舞人心的融合
errEducational Psychology Review
IF8.8
err2025-08-02
err0
errOAAI
errAnastasia Kitsantas; Héfer Bembenutty; Timothy J. Cleary; Patricia A. Alexander; Maria K. DiBenedetto; Avi Kaplan; Athanasios Kolovelonis; Brian E. Mandell; Andrew J. Martin; Matthew T. McCrudden; Ernesto Panadero; Jill D. Salisbury-Glennon; Dale H. Schunk
err分享
err收藏
How do students self-assess? examining the metacognitive processes of student self-assessment学生如何进行自我评估？考察学生自我评估中的元认知过程
errMetacognition and Learning
IF4.8
err2025-06-23
err0
PREAI
errNathan Rickey; Ernesto Panadero; Christopher DeLuca
err分享
err收藏
Due to the composition of the feedback, I think it's a girl: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback由于反馈内容的构成，我认为这是一个女孩：《性别和同伴反馈内容对作文修改及对同伴反馈看法的影响》
erreducational studies in mathematics
IF3.1
err2025-06-01
err0
PREAI
errJosé Carlos G. Ocampo; Ernesto Panadero; Iván Sánchez-Iglesias; Fernando Díez Ruiz
err分享
err收藏
Putting excellence first: How rubric performance level order and feedback type influence students’ reading patterns and task performance将卓越放在首位：评分标准表现水平顺序和反馈类型如何影响学生的阅读模式及任务表现
errLearning and Instruction
IF4.9
err2025-05-30
err0
errOAAI
errErnesto Panadero; Pablo Delgado; David Zamorano; Leire Pinedo; Alazne Fernández-Ortube; Lucía Barrenetxea-Mínguez
err分享
err收藏
Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations使用评分标准进行形成性评价：识别可能影响评分标准实施成功的因素
errassessment in education principles policy practice
IF0
err2025-04-01
err0
errOAAI
errAnders Jonsson; Ernesto Panadero; Leire Pinedo; Belén Fernández-Castilla
err分享
err收藏
Effect of Peer Feedback Role: Task Performance, Feedback Implementation and Perceptions on Learning and Trust同伴反馈角色的影响：任务表现、反馈实施以及对学习和信任的看法
errJOURNAL OF EXPERIMENTAL EDUCATION
IF1.7
err2025-03-13
err0
PREAI
errDavid Zamorano; Ernesto Panadero; Maryam Alqassab; Alejandro Amillano
err分享
err收藏
Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk's Enduring Influence
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2024-12-02
err0
PREAI
errBembenutty, Hefer; Kitsantas, Anastasia; Dibenedetto, Maria K.; Wigfield, Allan; Greene, Jeffrey A.; Usher, Ellen L.; Bong, Mimi; Cleary, Timothy J.; Panadero, Ernesto; Mullen, Carol A.; Chen, Peggy P.
err分享
err收藏
Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers塑造明天的评估者: 实践经验如何发展中等教育职前教师的评估素养
errTEACHING AND TEACHER EDUCATION
IF3.9
err2024-12-01
err0
errOAAI
errPardo, Rodrigo; Garcia-Perez, Daniel; Panadero, Ernesto
err分享
err收藏

研究方向

暂无研究方向
合作学者
合作期刊
P
Paul A. Kirschner
H 指数: 103 · 论文数: 1.0K
D
David Boud
H 指数: 89 · 论文数: 430
A
Allan Wigfield
H 指数: 87 · 论文数: 208
D
Dale H. Schunk
H 指数: 87 · 论文数: 224
S
Sanna Järvelä
H 指数: 67 · 论文数: 272
查看更多