Ernesto Panadero | Dublin City University (original) (raw)

Papers by Ernesto Panadero

European Journal of Psychology of Education, 2018

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to c... more Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning.

Assessment and Evaluation in Higher Education, 2018

Classroom assessment is crucial to understand how students approach course materials, even more i... more Classroom assessment is crucial to understand how students approach course materials, even more in a competitive environment such as the one in higher education. Our aim was to explore the current situation of assessment in higher education to consider further institutional and training actions. Every syllabus from all public universities in Spain was entered into a database, from which 1,693 syllabi were selected completely at random for a content analysis. It was found that (1) university teachers use a greater variety and number of assessment instruments than did their counterparts of decades ago, (2) final exam score is still the highestweighted source of information for the final grade, (3) the cluster of assessment practices show that traditional approaches are still the most prevalent ones, (4) formal peer and selfassessment practices are still extremely rare in the classroom, (5) assessment practices barely change between first- and fourth-year courses, and (6) most variations in assessment are explained by differences on faculty/academic divisions. This research has implications for European legislation, university regulation and university teacher training programmes.

Profesorado: Revista de Currículum y Formación del Profesorado, 2018

El Proceso de Bolonia concibe la evaluación como parte del proceso de enseñanza-aprendizaje, deno... more El Proceso de Bolonia concibe la evaluación como parte del proceso de enseñanza-aprendizaje, denominándose ‘evaluación formativa’, pudiendo ser la autoevaluación una parte esencial del mismo. Esta se entiende como dos acciones: metodología de enseñanza-aprendizaje; o autocalificación, evaluándose cuantitativamente con repercusión en la nota final. Se analizaron 1.761 guías docentes de las asignaturas de 40 universidades españolas que imparten presencialmente el Grado en Ciencias de la Actividad Física y del Deporte, siendo un estudio con el 100 % de la población. Los resultados mostraron que el 7,55 % de las asignaturas emplea la autoevaluación como metodología de enseñanza-aprendizaje; el 9,43 % como autocalificación y el 1,65 % emplea ambas; encontrando diferencias significativas en función de la titularidad, la
universidad, la comunidad autónoma y el número de créditos.

Studies in Educational Evaluation, 2018

The implementation of peer assessment (PA) in the classroom faces considerable interpersonal chal... more The implementation of peer assessment (PA) in the classroom faces considerable interpersonal challenges. In this quantitative survey study (N = 225) we focus on the current use and format of PA among secondary education teachers in Flanders and explore teachers’ awareness of these interpersonal challenges. We validated an instrument for measuring teachers’ awareness which was then used to investigate how this awareness level relates to their conceptions of the educational value of PA. SEM results show that teachers are slightly to moderately aware with regard to their students’ concerns about the impact of interpersonal processes in PA as well as the importance students attribute to anonymity within PA. This study illustrates that teachers’ perceived accuracy of PA is a major predictor of their belief in its educational value and opens up a new avenue for research on teachers’ awareness of interpersonal processes in PA.

The Australian Educational Researcher, 2018

We have known for a long time that a relationship exists between how learning is assessed and the... more We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on this relationship has been produced. The purpose of this paper is to present and discuss keystone publications that inform our current understandings of the relationship between FA and self-regulated learning. The result is a roadmap of the development of the ﬁeld and directions for future research.

Evaluative judgement is the capability to make decisions about the quality of work of oneself and... more Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students' evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse , as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term 'evaluative judgement' to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement

Higuer Education, 2018

Evaluative judgement is the capability to make decisions about the quality of work of oneself and... more Evaluative judgement is the capability to make decisions about the quality of work
of oneself and others. In this paper, we propose that developing students ’evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment dis- course, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ’evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development ofevaluative judgement. Considering pedagogical practices in light of evaluative judgement

Assessment & Evaluation In Higher Education, 2018

Teaching a large class can present real challenges in design, management, and standardization of ... more Teaching a large class can present real challenges in design, management, and
standardization of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices, with accompanied high quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and discusses that for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable.

European Journal of Psychology of Education, 2018

Although previous research has indicated that providing anonymity is an effective way to create a... more Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a non-anonymous peer assessment setting can overcome this problem. A total of 46 bachelor’s degree students in Educational Studies participated in multiple peer assessment cycles in which groups of students assessed each other’s work. Both students’ evolution in peer feedback quality as well as their perceptions were measured. The content analysis of the peer feedback messages revealed that the quality of peer feedback increased in the anonymous phase, and that over time, the feedback in the consecutive non-anonymous sessions was of similar quality. The results also indicate that the transitional approach does not hinder the perceived growth in peer feedback skills, nor does it have a negative impact on their general conceptions towards peer assessment. Furthermore, students clearly differentiated between their attributed importance of anonymity and their view on the usefulness of a transitional approach. The findings suggest that anonymity can be a valuable scaffold to ease students’ importance level towards anonymity and their associated need for practice.

Revista Complutense de Educación, 2017

La rúbrica es un instrumento de evaluación que permite transmitir las expectativas sobre una tare... more La rúbrica es un instrumento de evaluación que permite transmitir las expectativas sobre una tarea a los estudiantes y que, de este modo, puedan planificar adecuadamente su trabajo y evaluar su progreso. Sin embargo, únicamente su empleo desde la perspectiva de la evaluación formativa garantiza un incremento en el aprendizaje y el rendimiento académico de los estudiantes (Panadero y Jonsson, 2013). A pesar de que se ha popularizado su uso en los últimos años, su empleo habitual es como mero instrumento de calificación (Andrade y Valtcheva, 2009). Desde las perspectiva de la evaluación formativa y las directrices del Proceso de Bolonia, la evaluación tiene un papel clave en el proceso de enseñanza-aprendizaje (López-Pastor, 2009). En este artículo se exponen las clases de su diseño y empleo para desarrollar la capacidad de autorregulación, autoeficacia, aprendizaje y rendimiento académico, entre otros. Asimismo, se indica cómo emplear las rúbricas para calificar de manera formativa. En la conclusión, se proponen pasos para implementar este instrumento dentro de una verdadera evaluación formativa así como diversos interrogantes que plantea esta al alinear enseñanza, evaluación y calificación.

Educational Research Review, 2017

This meta-analytic review explores the effects of self-assessment on students' self-regulated lea... more This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy.

European Journal of Psychology of Education, 2017

This study explores the effects of peer assessment (PA) practice on peer feedback (PF) quality of... more This study explores the effects of peer assessment (PA) practice on peer feedback (PF) quality of 11th grade secondary education students (N = 36). The PA setting was synchronous: anonymous assessors gave immediate PF using mobile response technology during 10 feedback occasions. The design was quasi-experimental (experimental vs. control condition) in which students in one condition received a scaffold to filter out relevant information they received. It was expected that this filter-out scaffold would influence PF quality in subsequent tasks in which they were assessors. PF content analysis showed that offering multiple PF occasions improved PF quality: messages contained more negative verifications and informative and suggestive elaborations after the intervention. However, no effects were found of filtering out relevant information on PF quality. Moreover, students’ perceived peer feedback skills improved which was in correspondence with their actual quality improvement over time. Additionally, the perceived usefulness of the received feedback was rated high by all participants.

Frontiers in Psychology, 2017

Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, an... more Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.

Studies in Educational Evaluation, 2017

The aim of this study was to compare the effects of co-creating rubrics against just using rubric... more The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning selfregulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.

European Journal of Psychology of Education, 2017

Peer assessment (PA) is one of the central principles of formative assessment and assessment for ... more Peer assessment (PA) is one of the central principles of formative assessment
and assessment for learning (AfL) fields. There is ample empirical evidence as
to the benefits for students’ learning when AfL principles are implemented. However,
teachers play a critical role in mediating the implementation of intended policies.
Hence, their experiences, beliefs, and attitudes towards PA are important factors in
determining whether the policy is actually carried out. A survey of over 1500 primary,
secondary, and higher education teachers in Spain elicited their beliefs and values
around PA as well as other aspects of formative assessment; only 751 teachers
provided complete responses to all PA items. Teachers reported occasional use of
PA in their classrooms but with positive experience of it. The vast majority did not
use anonymous forms of PA and half of the teachers considered the students were
accurate when assessing peers. Confirmatory factor analysis and structural equation
modeling were used to examine relationships of attitudes and beliefs to self-reported
frequency of using of PA. The self-reported frequency of using PA was strongly
predicted by teacher experience of PA which included positive reasons for using PA,
rather than negative obstacles for avoiding, prior use, and beliefs that students should
participate in assessment, and willingness to include PA in grading.

Studies in Educational Evaluation, 2017

This study explores the relationship between students’ perceptions of peer assessment (PA) and it... more This study explores the relationship between students’ perceptions of peer assessment (PA) and its social nature. A quantitative survey study (N = 3680) was conducted in secondary education in Flanders, examining the students’ perceptions of PA interpersonal variables and their beliefs on the educational value of PA. The structural equation modeling (SEM) results show that the educational value students attribute to PA was positively predicted through trust in their own and their peers’ evaluative capabilities, awareness of negative interpersonal processes (e.g. fear of disapproval and friendship marking), and beliefs about PA accuracy. The importance attributed to anonymity appeared to be a negative predictor of PA conceptions. Tests of mean latent differences were performed to explore the differences between educational levels, PA experience and gender.

Studies in Educational Evaluation, 2017

Infancia y Aprendizaje, 2017

First-year higher education (HE) students experience different challenges during their studies. T... more First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students? cognitive, motivational and emotional challenges experienced in both individual and collaborative learning situations and (b) the relationship between SRL skills and experienced learning challenges. Participants included 107 first-year pre-service teachers. Data consisted of students? self-reports via (a) open-ended answers on a challenge questionnaire and (b) Likert-scale items from MSLQ and MRS questionnaires. Based on students? SRL profiles, differential effects on the challenging experiences were investigated. The results show that different aspects related to students? cognition, motivation, emotions and well-being were challenging for students. Also, connections were found between students? SRL skills and the types of experienced learning challenges. Students with high SRL reported fewer learning challenges related to motivational aspects and more challenges related to cognitive aspects than students with low SRL.

Educational Psychology Review, 2016

This paper reviews current known issues in student self-assessment (SSA) and identifies five topi... more This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students’ expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students’ expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field.

Scandinavian Journal of Educational Research, 2016

Measurement has been a central issue for the self-regulated learning (SRL) field since its concep... more Measurement has been a central issue for the self-regulated learning (SRL) field since its conception. The reason is that SRL is a phenomenon that is difficult to study directly for which reliable and valid measures are needed. In this paper, three waves in the measurement of SRL are identified and profiled. Our focus lies on the third one that combines measurement and intervention within the same tools. The basis for this approach is located in the reactivity principle which underlies SRL in all models via the presence of self-monitoring. Once students are aware of their actions, they can react and change what is needed. That is what researchers in the third wave are promoting by the measurement tools that turn into intervention tools along the way. Examples of this approach and guidelines for implementing this type of measurement are presented.

European Journal of Psychology of Education, 2018

Assessment and Evaluation in Higher Education, 2018

Profesorado: Revista de Currículum y Formación del Profesorado, 2018

Studies in Educational Evaluation, 2018

The Australian Educational Researcher, 2018

Higuer Education, 2018

Evaluative judgement is the capability to make decisions about the quality of work of oneself and... more Evaluative judgement is the capability to make decisions about the quality of work
of oneself and others. In this paper, we propose that developing students ’evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment dis- course, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ’evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development ofevaluative judgement. Considering pedagogical practices in light of evaluative judgement

Assessment & Evaluation In Higher Education, 2018

European Journal of Psychology of Education, 2018

Revista Complutense de Educación, 2017

Educational Research Review, 2017

European Journal of Psychology of Education, 2017

Frontiers in Psychology, 2017

Studies in Educational Evaluation, 2017

European Journal of Psychology of Education, 2017

Studies in Educational Evaluation, 2017

Infancia y Aprendizaje, 2017

Educational Psychology Review, 2016

Scandinavian Journal of Educational Research, 2016

The Cambridge handbook of instructional feedback, 2018

Handbook of Vocational Education and Training: Developments in the Changing World of Work, 2018

Self-assessment is a crucial skill that students need to develop during their educational years, ... more Self-assessment is a crucial skill that students need to develop during their educational years, especially at those educational levels where the curriculum leads to future jobs. By being able to assess their own performance, students can become self-regulated learners and continue their professional development throughout their careers. This chapter will explore what is known about self-assessment through an updated version of the state-of-the-art. Firstly, it will be defined what self -assessment is, the different forms it can take, and which of those forms are most conducive to enhancing students’ learning. Secondly, it will be explored what is the relationship between self-assessment and academic achievement, between self-regulated learning strategies and self-efficacy. That section will also present an overview of the learning and psychological effects of self-assessment to conceptualize the internal cognitive, motivational and emotional processes that are involved. Thirdly, extracted from the research literature, it will be explored what are the best instructional methods to train students to develop their self-assessment skills. In that section, both recommendations on how to help students develop the requisite skills and recommendations for teachers’ training will be presented. Lastly, we will build from best-research examples on vocational education and training to consider how self-assessment can best be implemented and extract practical implications and recommendations

Learning analytics in the classroom, 2018

Developing Evaluative Judgement: Assessment for Knowing and Producing Quality Work., 2018

Human factors and social conditions of assessment, 2016

Chapter 14, by Ernesto Panadero, analyzes the evidence on the social and human aspects (e.g., mot... more Chapter 14, by Ernesto Panadero, analyzes the evidence on the social and human
aspects (e.g., motivation and emotion) of peer assessment. It reviews 26 articles that have been published since the first review of the topic was completed in 2009. Panadero draws two main conclusions based on this literature. First, he argues that formative uses of PA decrease the interpersonal problems that PA can elicit in students. Second, he suggests PA should not be implemented as a “side activity,” but needs to be central to the curriculum to optimally fulfill its formative objectives.

Assessment for Learning: Meeting the challenge of implementation, 2016

Although the focus on feedback and student involvement in Assessment for Learning (AfL) appears t... more Although the focus on feedback and student involvement in Assessment for
Learning (AfL) appears to align very well with theories of Self-Regulated Learning (SRL), and also seems to be the main reason for many researchers’ interest in formative assessment, the actual relationship between AfL and SRL is an issue of debate. In this chapter, we therefore explore the relationship between two AfL practices, namely, self-assessment and peer assessment, and SRL. These AfL practices emphasize student feedback and are both thought to increase student involvement in assessment. They also have evident connections to SRL models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers’ mediating and modeling role in peer and self-assessment, as well as on how to use formative assessment instruments, such as rubrics, scripts and prompts, in order to promote student involvement in assessment.

Scaling up assessment for learning in higher education, 2016

Rubrics are assessment instruments designed to assist in identifying and evaluating qualitative d... more Rubrics are assessment instruments designed to assist in identifying and
evaluating qualitative differences in student performance. Research into scoring rubrics has shown that they can serve two purposes: (1) aid assessors in achieving higher levels of consistency when scoring performance tasks, and (2) promote learning and/or improve instruction by making assessment expectations explicit and aiding the feedback process. In this chapter we summarize research on the formative use of rubrics, in order to identify how the use and design of rubrics may be optimized for the purpose of supporting student learning in an environment that often stresses independence and management of own learning. The presentation is organized around two different pathways through which rubrics may support student learning. These are through (a) facilitating the understanding and use of feedback and through (b) supporting students’ self-regulated learning. We also analyze what is known about
the implementation of rubrics in higher education, with a particular focus on more sustained and widespread implementations. The implications of these findings for both practice and future research on rubrics are discussed.

La Evaluación de Competencias en la Educación Superior. Las rúbricas como instrumento de evaluación, 2011

En este capítulo vamos a analizar el papel de las rúbricas en la autoevaluación. Primero presenta... more En este capítulo vamos a analizar el papel de las rúbricas en la autoevaluación.
Primero presentaremos un ejemplo que sirva para visualizar la importancia de la
autoevaluación y del papel de ésta en el aprendizaje y la autorregulación. Después
haremos un recorrido por la definición de autoevaluación para pasar a explicar su
relación con el aprendizaje autorregulado. A continuación explicaremos cómo se
adquiere la autoevaluación y qué condiciones la favorecen. Posteriormente,
analizaremos como se ha intentado potenciar la autoevaluación en el aula,
constituyendo la rúbrica uno de estos intentos. Después analizaremos la evidencia
empírica sobre el uso de rúbricas para autoevaluar el aprendizaje, para acabar
retomando las condiciones que favorecen la autoevaluación pero esta vez
analizando las ventajas que tiene usar la rúbrica con este fin.

En la presente tesis se investiga el efecto de entrenar la autoevaluación a través del uso de rúb... more En la presente tesis se investiga el efecto de entrenar la autoevaluación a través del uso de rúbricas y guiones en la autorregulación, el aprendizaje y la autoeficacia. El capítulo teórico empieza con una revisión de las diferentes teorías en autorregulación, pasando a explicar cómo funciona y se adquiere la misma, finalizando con una revisión del estado de arte sobre autoevaluación, explicando el fenómeno y cuáles son las condiciones instruccionales que favorecen su implementación en el aula.
La parte empírica de la tesis se compone de cuatro estudios. Tres de ellos tratan sobre el efecto de la autoevaluación antes mencionado usando diferentes muestras y metodologías, mientras que en el cuarto estudio se presenta la validación del cuestionario diseñado para evaluar la autorregulación en los estudios previos.
En el primer estudio, 120 alumnos de secundaria analizaron paisajes en un diseño experimental con tres variables independientes. Los participantes podían ser asignados a
una de doce condiciones posibles -diseño 2x3x2- (instrucciones al proceso/ejecución x control/rúbrica/guión x retroalimentación al resultado/aprendizaje). El efecto de la
intervención en la autorregulación fue evaluado a través de cuestionario y protocolos en voz alta. Los resultados muestran que el uso de guiones aumentó la autorregulación por encima del efecto de rúbricas, y que ambos superaron al grupo control. Así mismo, rúbricas y guiones superaron al grupo control en aprendizaje. La mayoría de las interacciones entre las tres variables independientes no fueron significativas.
En el segundo estudio, 69 estudiantes de Magisterio diseñaron material multimedia siendo entrenados en autoevaluación. Los grupos de clase fueron asignados a tres condiciones (control, rúbrica o guión). Los resultados muestran que los estudiantes que usaron guiones obtuvieron los mayores aumentos en su autorregulación y que los de rúbrica superaron a los del grupo control. No hubo efectos significativos en ejecución y los alumnos que usaron los instrumentos de autoevaluación mostraron una tendencia a tener mejor percepción de autoeficacia.
En el tercer estudio, 85 estudiantes de primer año de Psicología realizaron resúmenes y diseñaron mapas conceptuales durante un semestre. Dos grupos fueron asignados a una de las dos condiciones (rúbricas vs. guiones). Los resultados muestran que el grupo de guiones mantuvo su nivel de autorregulación mientras que en el grupo de rúbricas este nivel descendió, excepto en una escala donde la rúbrica obtuvo mejores resultados. Al mismo tiempo, los alumnos usando rúbricas obtuvieron mejores resultados en ejecución y no se encontraron diferencias significativas en autoeficacia. Los estudiantes prefirieron el uso de rúbricas e informaron que si utilizaban estas últimas se centraban más en el aprendizaje.
En el cuarto estudio, el objetivo fue analizar las cualidades psicométricas del Cuestionario de Mensajes Autorregulatorios (CMA) utilizando una muestra de estudiantes de secundaria (n = 705). Los datos de la muestra, una vez recogida, se dividieron aleatoriamente en grupos para realizar el análisis factorial exploratorio cuyos resultados permitían mantener una estructura en torno a dos escalas de segundo orden denominadas Autorregulación al Aprendizaje (α= ,90) y Autorregulación a la Ejecución y la Evitación (α= ,88). Un primer análisis de regresión usando estas escalas como predictores del Clima Motivacional de Clase (CMC) demostró que ambos factores tenían un peso significativo como predictores. En un segundo análisis de regresión empleando los mismos predictores más la puntuación en el CMC y como criterio una escala de cambio percibido en autorregulación, se encontró que la puntuación en CMC es el principal predictor de ese cambio y que las escalas de autorregulación no se asocian al cambio.
En el último capítulo se presentan y discuten los resultados principales. En líneas generales, los datos de la presente tesis apuntan a que el uso de guiones y rúbricas incrementa la autorregulación y el aprendizaje comparados con un grupo control en interacción con otras variables cuyo efecto también se analiza. Así mismo, el uso de guiones parece tener algunas ventajas para favorecer la autorregulación frente al uso de rúbricas. Las limitaciones del trabajo y futuras líneas de trabajo también son discutidas.

This thesis investigates the effect of promoting self-assessment through the use of rubrics and s... more This thesis investigates the effect of promoting self-assessment through the use of rubrics and self-assessment scripts on self-regulation, learning and self-efficacy. The theoretical chapter starts with a revision of different self-regulation theories, followed by an analysis of the process and acquisition of self-regulation, finishing with a revision of the state of the art in self-assessment, an explanation of the phenomena and what are the instructional conditions that favour its implementation.
The empirical part of the dissertation is composed of four studies; three of them study the effect of training self-assessment on self-regulation, learning and self-efficacy
using different samples and methodologies. The fourth study carries out the validation of the self-regulation questionnaire designed for this intervention.
In the first study, 120 Secondary Education students were trained on analysing landscapes with an experimental design with three independent variables (process/performance instructions x self-assessment instruments -control/rubric/script- x mastery/performance feedback). The participants belonged to one of twelve possible conditions based on its design (2x3x2). Self-regulation was measured through questionnaire and thinking aloud protocols. Results showed that the use of scripts enhanced self-regulation over rubrics and the latter over the control group and, also, that the use of the two self-assessment instruments increased learning over the control group. However, most interactions were not significant.
In the second study, 69 Teacher Program students were trained on multimedia material design using rubrics and self-assessment scripts during a semester. The classroom groups were assigned to one of three conditions (control, rubric or script). Results showed that students using script had advantages in their self-regulation and that the rubric group had a higher gain than the control group. No significant effects were found in performance, and a tendency was observed for students using the self-assessment instruments having higher self-efficacy.
In the third study, 85 first year Psychology students were trained in summarizing and designing conceptual maps using rubrics and self-assessment scripts during a semester. The classroom groups were assigned to one of two conditions (rubric or script). Results showed that the script group maintained the same level of selfregulation while self-regulation decreased for the rubric group, except for positive results for the use of the rubrics in one scale. Moreover, the rubric condition outperformed the script condition in performance and not significant differences were found for self-efficacy. Students preferred using rubrics and reported that they focus more on learning when using that self-assessment instrument.
In the fourth study, the psychometric quality of the Self-Regulatory Messages Questionnaire (SRM-Q) was analyzed using a sample of Secondary Education students (n = 705). The exploratory factor analysis results pointed out to a structure based on two second-order scales named Learning Self-Regulation (LSR) (α=.90) and Performance-Avoidance Self-Regulation (PASR) (α=.88). A first regression analysis using as predictors the second-order factors of the SRM-Q and measures of goal orientations and expectancies, and having as criterion a measure of classroom motivational climate (CMC) showed that both factors have significant weight as predictors. A second regression analysis using the same predictors plus the CMC-score, and as criterion a measure of perceived change in learning self-regulation showed that the CMC was the main variable predicting such change, that seem not be associated to the SRM-Q scales.
In the last chapter, the main results of this dissertation are presented and discussed. In general terms, the use of scripts and rubrics seem to enhance selfregulation and learning over control groups in interaction with other variables that are discussed. Also, the use of scripts seems to have some advantages on the students' self-regulation over the use of rubrics. Limitations and future lines of work are also discussed.

The Cambridge handbook of instructional feedback, 2018

Assessment & Evaluation In Higher Education, Dec 20, 2013