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Ernesto Panadero

Ernesto Panadero

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Social Sciences and Humanities
Ireland
2026

D-Index & Metrics

Social Sciences and Humanities

D-Index
53
Citations
14141
World Ranking
2265
National Ranking
7

Research.com Recognitions

  • 2026 - Research.com Social Sciences and Humanities in Ireland Leader Award
  • 2025 - Research.com Social Sciences and Humanities in Ireland Leader Award

Overview

Ernesto Panadero is affiliated with Dublin City University in Ireland and has contributed extensively to the fields of social sciences and psychology, with a specialized focus on education and developmental and educational psychology. Their work is grounded primarily in the study of student assessment and feedback, innovative teaching and learning methods, reflective practices in education, and the evaluation of teaching practices.

The scientist has published widely in notable academic venues including Assessment in Education Principles Policy and Practice, Assessment & Evaluation in Higher Education, Educational Psychology Review, Educational Research Review, and the European Journal of Psychology of Education. These journals have featured multiple contributions from Panadero, highlighting a sustained engagement with assessment and evaluation in an educational context.

Frequent co-authors in Panadero's research include Javier Fernández Ruiz, Leire Pinedo, Daniel García-Pérez, Juan Fraile, and Iván Sánchez-Iglesias. The collaboration with these researchers indicates a network of professionals working on related themes in education and psychology.

Among Panadero's recent papers are:

  • "A review of feedback models and typologies: Towards an integrative model of feedback elements" (2021), published in Educational Research Review
  • "A critical review of the arguments against the use of rubrics" (2020), published in Educational Research Review

These articles address core issues in feedback and assessment methods, with a focus on synthesizing models and critically examining common educational tools such as rubrics.

The main research topics covered by Panadero include:

  • Student Assessment and Feedback
  • Innovative Teaching and Learning Methods
  • Reflective Practices in Education
  • Evaluation of Teaching Practices
  • Educational and Psychological Assessments
  • Educational Assessment and Improvement
  • Higher Education Teaching and Evaluation

Within broader fields of study, Panadero's work spans:

  • Social Sciences
  • Psychology

More detailed subfields include:

  • Education
  • Developmental and Educational Psychology
  • Social Psychology
  • Experimental and Cognitive Psychology
  • Information Systems and Management

Best Publications

  • A Review of Self-regulated Learning: Six Models and Four Directions for Research.

    Ernesto Panadero

  • The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review.

    Ernesto Panadero;Anders Jonsson

  • Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses

    Ernesto Panadero;Anders Jonsson;Juan Botella

  • Developing evaluative judgement: enabling students to make decisions about the quality of work

    Joanna Tai;Rola Ajjawi;David Boud;David Boud;David Boud;Phillip Dawson

  • Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

    Sanna Järvelä;Paul A. Kirschner;Ernesto Panadero;Jonna Malmberg

  • The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

    Ernesto Panadero;Gavin T. L. Brown;Jan-Willem Strijbos

  • Socially Shared Regulation of Learning: A Review

    Ernesto Panadero;Sanna Järvelä

  • Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education.

    Ernesto Panadero;Jesús Alonso Tapia;Juan Antonio Huertas

  • To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy

    Ernesto Panadero;Margarida Romero

  • Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand

    Ernesto Panadero;Julia Klug;Sanna Järvelä

  • How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning

    Ernesto Panadero;Ernesto Panadero;Jesús Alonso-Tapia

  • A review of feedback typologies and models: Towards an integrative model of feedback elements

    Ernesto Panadero;Ernesto Panadero;Anastasiya Lipnevich

  • Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going

    Ernesto Panadero;Heidi Andrade;Susan Brookhart

  • Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students

    Ernesto Panadero;Jesus Alonso-Tapia

  • A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions

    Unknown

  • Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation

    Ernesto Panadero;Anders Jonsson;Jan-Willem Strijbos

  • Promoting socially shared regulation of learning in CSCL

    Jonna Malmberg;Sanna Järvelä;Hanna Järvenoja;Ernesto Panadero

  • Teorías de autorregulación educativa: una comparación y reflexión teórica

    Ernesto Panadero;Jesús Alonso-Tapia;Jesús Alonso-Tapia

  • The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort

    Ernesto Panadero;Ernesto Panadero;Margarida Romero;Jan-Willem Strijbos

  • Implementing summative assessment with a formative flavour: a case study in a large class

    Jaclyn Broadbent;Ernesto Panadero;David Boud

  • An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading

    Ernesto Panadero;Maryam Alqassab

  • ¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje

    Ernesto Panadero;Jesús Alonso-Tapia

Frequent Co-Authors

Sanna Järvelä
Sanna Järvelä University of Oulu
David Boud
David Boud Deakin University
Paul A. Kirschner
Paul A. Kirschner Open University in the Netherlands
Jan-Willem Strijbos
Jan-Willem Strijbos University of Groningen
Tammy Schellens
Tammy Schellens Ghent University
Gavin T. L. Brown
Gavin T. L. Brown University of Auckland
Filip Dochy
Filip Dochy KU Leuven
Erik W. Driessen
Erik W. Driessen Maastricht University
Susan M. Brookhart
Susan M. Brookhart Duquesne University

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