Examinando por Autor "Pinedo Castillo, Leire"

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    Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: a meta-analytic review
    (Springer, 2023-12-07) Panadero, Ernesto; Jonsson, Anders; Pinedo Castillo, Leire ; Fernández Castilla, Belén
    Rubrics are widely used as instructional and learning instrument. Though they have been claimed to have positive effects on students’ learning, these effects have not been meta-analyzed. Our aim was to synthesize the effects of rubrics on academic performance, self-regulated learning, and self-efficacy. The moderator effect of the following variables was also investigated: year of publication, gender, mean age, educational level, type of educational level (compulsory vs. higher education), number of sessions, number of assessment criteria, number of performance levels, use of self and peer assessment, research design, and empirical quality of the study. Standardized mean differences (for the three outcomes) and standardized mean changes (SMC; for academic performance) were calculated from the retrieved studies. After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies.
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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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    Putting excellence first: how rubric performance level order and feedback type influence students’ reading patterns and task performance
    (Elsevier Ltd, 2025-10-01) Panadero, Ernesto ; Delgado Herrera, Pablo ; Zamorano Sande, David; Pinedo Castillo, Leire ; Fernández Ortube, Alazne ; Barrenetxea Mínguez, Lucía
    Rubrics are structured assessment tools that describe criteria and levels of performance, helping students understand expectations and improve their work. They are widely used to support learning in educational settings. However, little is known about how students process rubrics in real time, and empirical research on rubric design and feedback effects is limited. Aim: This study examines how university students engage with rubrics during two landscape analysis tasks, focusing on two variables: the order of performance levels (highest first vs. last) and the type of feedback received (no feedback [control], process-based, product-based, or rubric-based). By combining eye-tracking and think-aloud protocols, the study offers a multimodal perspective on students’ visual attention and cognitive engagement. Sample: Eighty undergraduate students from six degree programs were randomly assigned to one of four feedback conditions. Methods: A randomized controlled trial was conducted. Eye-tracking data—fixation times, number of visits, and gaze transitions—and verbal data from think-aloud protocols were collected across task phases. Integrating these process-tracing methods enabled detailed analysis of how students interacted with the rubric and how engagement related to performance. Results: Students focused primarily on the highest performance level, especially when it appeared first. Visual attention to this level predicted task performance; verbal references did not. Rubric-based feedback increased visual alignment between rubric and task, while process-based feedback led to the strongest performance gains. Conclusion: Rubric design and feedback type significantly influence student engagement and performance. Eye-tracking and think-aloud data provide complementary insights, reinforcing rubrics’ instructional value when paired with targeted feedback.
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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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    Teachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19
    (Frontiers Media S.A., 2022-03-28) Panadero, Ernesto; Fraile Ruiz, Juan; Pinedo Castillo, Leire; Rodríguez Hernández, Carlos Felipe; Balerdi Eizmendi, Eneko; Díez Ruiz, Fernando
    This study explores the effects of the shift to emergency remote teaching (ERT) on teachers’ levels of well-being, emotions, and motivation. A total of 936 Spanish teachers participated in this nationwide survey from all educational levels, thus allowing comparison among levels, which is a novelty and strength of our study. Four aspects were explored: (1) instructional adaptation to ERT; (2) well-being changes and the main challenges in this regard; (3) changes in emotions; and (4) changes in motivation and the main factors. Importantly, we explored a number of teacher characteristics (e.g., gender, age) for the three last aspects. Our results show that teachers felt the impact of ERT on their well-being, emotions, and motivation. Additionally, female teachers, teachers with students of low socioeconomic status (SES), in public schools, and primary and secondary teachers were the most affected groups. This indicates that the impact of ERT differed and some populations of teachers are more at risk of suffering burnout because of ERT.
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    Tracking self-regulated learning in action: how individual differences shape positive and negative regulation across three types of tasks
    (Elsevier Ltd, 2025) Panadero, Ernesto ; Fernández Ortube, Alazne; Zamorano Sande, David ; Pinedo Castillo, Leire ; Sánchez Iglesias, Iván ; Barrenetxea Mínguez, Lucía
    Self-regulated learning (SRL) is essential for academic success yet few studies have explored how individual-level variables (e.g., prior academic achievement, self-reported SRL skills) relate to both adaptive (positive) and maladaptive (negative) SRL behaviors across different types of tasks. This study investigated the extent to which self-reported SRL skills and prior academic achievement predict both positive and negative SRL behaviors captured through think-aloud protocols, as well as task performance, across three cognitively distinct academic tasks (reading, oral analysis, and written analysis) within a repeated-measures design. Results showed that higher self-reported positive SRL and prior academic achievement predicted greater use of positive SRL strategies and better performance, whereas negative SRL behaviors appeared more sensitive to task demands than to individual traits. These findings highlight the value of distinguishing between positive and negative SRL and of integrating self-report and process data to better understand the dynamics of SRL and inform targeted educational interventions. Educational relevance statement: This paper is educationally relevant because it shows that learning strategies should adapt to different tasks and stages providing evidence that self-regulated learning is context-dependent and dynamic, varying across tasks and individuals. Its findings inform the design of more responsive pedagogical interventions and valid assessment tools that capture students’ regulation processes in real learning contexts, emphasizing the role of prior achievement and strategy use in adaptive regulation.
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    Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations
    (Routledge, 2025-04-01) Jonsson, Anders; Panadero, Ernesto ; Pinedo Castillo, Leire ; Fernández Castilla, Belén
    The formative use of rubrics seems to have the potential of promoting student learning, supposedly by making expectations and criteria explicit. However, there is a variation in effects on how well students perform on academic tasks when supported by rubrics. The aim of this study was to identify factors in rubric interventions that may potentially explain this variation in effects. This was investigated by analysing 15 ‘high-quality studies’ reporting on rubric interventions. The ‘success’ of these studies was ranked, based on the effect size on academic performance from rubric interventions. We performed a content analysis, searching for similarities and differences in procedures and instrumentation. Our analysis revealed two key characteristics common to successful interventions: First, teachers explain both the content of the rubric and its application for formative purposes. Second, an effective sequence involves students writing or producing work, followed by feedback or self-assessment, and subsequent revision.