Publicaciones en colaboración con investigadores/as de Universidad Francisco de Vitoria (10)

2023

  1. Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback

    Educational Psychology, Vol. 43, Núm. 7, pp. 756-779

  2. The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks

    Assessment and Evaluation in Higher Education, Vol. 48, Núm. 8, pp. 1223-1239

  3. University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects

    European Journal of Psychology of Education, Vol. 38, Núm. 3, pp. 1031-1051

2022

  1. Changes in classroom assessment practices during emergency remote teaching due to COVID-19

    Assessment in Education: Principles, Policy and Practice, Vol. 29, Núm. 3, pp. 361-382

  2. Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19

    Frontiers in Psychology, Vol. 13

2021

  1. Evaluación formativa, autorregulación, feedback y herramientas digitales: uso de Socrative en educación superior

    Retos: nuevas tendencias en educación física, deporte y recreación, Núm. 42, pp. 724-734

  2. Learning strategies and self-regulation in context: how higher education students approach different courses, assessments, and challenges

    European Journal of Psychology of Education, Vol. 36, Núm. 2, pp. 533-550

  3. What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities

    Educational Assessment, Evaluation and Accountability, Vol. 33, Núm. 4, pp. 675-699

2019

  1. Spanish university assessment practices: examination tradition with diversity by faculty

    Assessment and Evaluation in Higher Education, Vol. 44, Núm. 3, pp. 379-397

2017

  1. Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students

    Studies in Educational Evaluation, Vol. 53, pp. 69-76