Examinando por Autor "Panadero, Ernesto"

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    Analysis of online rubric platforms: advancing toward erubrics
    (Routledge, 2025) Panadero, Ernesto; Fernández Ortube, Alazne; Krebs, Rebecca; Roelle, Julian
    Rubrics play a crucial role in shaping educational assessment, providing clear criteria for both teaching and learning. The advent of online rubric platforms has the potential to significantly enhance the effectiveness of rubrics in educational contexts, offering innovative features for assessment and feedback through the creation of erubrics. This study presents a comprehensive analysis of 19 online rubric platforms structured around five research questions (RQs) examining the general platform features, rubric design features, rubric implementation features, identifying the stronger online rubric platforms available, and investigating if the platforms support the creation and implementation of erubrics. Our analysis of the design features revealed varying levels of customisation and flexibility across platforms, crucial for effective assessment. Regarding implementation features, we found a mix of online and offline capabilities, with a limited number of platforms offering more advanced features (e.g. collaborative options). Through a detailed scoring system, we identify the platforms that lead innovation in design and implementation. Unfortunately, the vast majority of platforms do not support features for the creation of erubrics. We provide a detailed list of implementation recommendations for teachers, researchers, and platform designers (Appendix F)
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    How dominant language influences rubric reading and task performance: insights from eye-tracking research
    (Springer Science and Business Media B.V., 2025-06) Panadero, Ernesto; Delgado, Pablo; Barrenetxea Mínguez, Lucía; Zamorano Sande, David; Pinedo Castillo, Leire; Fernández Ortube, Alazne
    The students’ dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spanish-dominant speakers, SDS; Basque-Spanish speakers, BSS) from six undergraduate programmes. We employed a randomized controlled trial in which participants used a rubric to guide their performance in a written analysis of a landscape. Participants were randomly assigned to two conditions based on the rubric order: (1) lowest to highest performance level vs (2) highest to lowest performance level. We analyzed eye-tracking data to explore reading patterns (i.e., fixation times on the rubric cells and gaze transitions between the rubric and the picture of the landscape), task performance (i.e., written landscape analysis), and self-reported cognitive load. Spanish-dominant speakers exhibited more adaptive reading patterns and performed better in the written landscape analysis with the highest-lowest performance level (PL) order rubric, compared to Basque-Spanish speakers. Additionally, fixation time on highest PL and gaze transitions between highest PL and the landscape picture were positively correlated with task performance. Our research highlights the importance of considering dominant language in rubric design and implementation, showing that strategic rubric design can enhance student performance, particularly in linguistically diverse educational settings
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    Impact of displaying grades vs. not displaying grades on academic performance and emotional outcomes while delivering feedback comments: a longitudinal study
    (Routledge, 2025) Panadero, Ernesto; Sánchez Iglesias, Iván
    This study investigates the impact of displaying grades versus not displaying grades on student performance and emotions in secondary education, while keeping feedback comments constant. Using a longitudinal design, we examined intra-individual changes in performance and emotional responses among 99 students across four classroom groups as they experienced phases of grade display and non-display. Contrary to the notion of grades solely as detrimental, our findings reveal a complex relationship. Initially, grade display decreased performance and evoked negative emotions, but these effects dissipated over time, suggesting student adaptation. Our study highlights the significant impact of feedback comments, suggesting their importance independent of grades. These results call for a sophisticated understanding of grading practices, emphasizing longitudinal research to capture the evolving effects of grades and feedback. Practical implications for educators include maintaining stable grading practices and providing preparatory guidance to mitigate initial negative impacts, contributing to optimizing educational assessment strategies
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    A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles
    (Routledge, 2024) Panadero, Ernesto; Fernández Ruiz, Javier; Pinedo Castillo, Leire; Sánchez Iglesias, Iván; García-Pérez, Daniel
    While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-assessment process has been a black box that recent research is trying to open. This study explored and integrated two data collections (secondary and higher education) that investigated students’ real actions while self-assessing, aiming to disentangle self-assessment into more precise actions. Our goal was to identify self-assessment processes and profiles to better understand what happens when students self-assess and to design and implement better interventions. By combining such data, we were able to explore the differences between secondary and higher education students, the effects of external feedback on self-assessment, and to propose a model of ideal self-assessment (SEFEMO). Using think-aloud protocols, direct observation and self-reported data, we identified six main actions (read, recall, compare, rate, assess, and redo) and four self-assessment profiles. In general, secondary and higher education students showed the same actions and very similar profiles. External feedback had a negative effect on the self-assessment actions except for the less advanced self-assessors. Based on data from more than 500 self-assessment performances, we propose a model of self-feedback.
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    Shaping the assessors of tomorrow: how practicum experiences develop assessment literacy in secondary education pre-service teachers
    (Elsevier Ltd, 2024-12) Pardo García, Rodrigo; García-Pérez, Daniel; Panadero, Ernesto
    This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.