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Synchronous self-assessment: First experience for higher education instructors

Frontiers in education (Lausanne), 2023-03, Vol.8

2023

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Primary and secondary teachers’ conceptions of assessment: A qualitative study

Teaching and teacher education, 2011-02, Vol.27 (2), p.472-482

Remesal, Ana

2011

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Social presence and online collaborative small group work: A socioconstructivist account

Computers and education, 2013-01, Vol.60 (1), p.357-367

2013

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Implicarse en el aprendizaje a través de la personalización. La perspectiva del alumnado de formación inicial del profesorado

Red U, 2024-06, Vol.22 (1), p.121-138

2024

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Faculty and Students’ Perceptions about Assessment in Blended Learning during Pandemics: The Case of the University of Barcelona

Sustainability, 2024-08, Vol.16 (15), p.6596

2024

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Challenges for Post-Pandemic Virtual Education in Latin America: A Comparative Analysis of the Emergency Remote Higher Education Process in Chile, Mexico, and Ecuador

Sustainability, 2023-09, Vol.15 (19), p.14199

2023

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Host and environmental factors influencing respiratory secretion of pro-wheezing biomarkers in preterm children

Pediatric allergy and immunology, 2012-08, Vol.23 (5), p.441-447

2012

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Effects of Antenatal Betamethasone and Dexamethasone on the Lung Expression of Vascular Endothelial Growth Factor and Alveolarization in Newborn Rats Exposed to Acute Hypoxia and Recovered in Normoxia or Hyperoxia

Neonatology (Basel, Switzerland), 2010-01, Vol.98 (4), p.313-320

2010

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Parents’ beliefs about assessment: A conceptual framework and findings from Finnish basic education

Studies in educational evaluation, 2021-12, Vol.71, p.101097, Article 101097

2021

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Uso de cuestionarios online con feedback automático para la e-innovación en el alumnado universitario = Online Questionnaires Use with Automatic Feedback for e-Innovation in University Students

Comunicar, 2017-01, Vol.25 (51), p.51-60

Spanish ed., 2017

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Certainty-Based Self-Assessment in Higher Education: A Strategy for All?

International journal of advanced corporate learning, 2024-05, Vol.17 (3), p.58-67

2024

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Qué dificultades perciben los futuros maestros y sus profesores acerca del feedback recibido durante el trabajo final de grado

Perspectiva educacional, 2018-01, Vol.57 (1), p.24-49

2018

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Competency-Based Assessment Practices in Higher Education: Lessons from the Pandemics

Trends in higher education, 2023-03, Vol.2 (1), p.238-254

2023

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The Challenge of Inclusive Dialogic Teaching in Public Secondary School

Comunicar (Huelva, Spain), 2021, Vol.29 (66), p.21

2021

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Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

Sustainability, 2021-06, Vol.13 (11), p.6410

2021

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The challenge of inclusive dialogic teaching in public secondary school

Comunicar (Huelva, Spain), 2021-01, Vol.29 (66), p.21-31

2021

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The challenge of inclusive dialogic teaching in public secondary school/ El reto de la ensenanza dialogica inclusiva en la escuela publica secundaria

Comunicar (Huelva, Spain), 2021-01, Vol.29 (66), p.21

2021

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Teachers’ conceptions of assessment: Comparing two inventories with Ecuadorian teachers

Studies in educational evaluation, 2017-12, Vol.55, p.68-74

2017

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Educational reform and primary and secondary teachers' conceptions of assessment: the Spanish instance, building upon Black and Wiliam (2005)

Curriculum journal (London, England), 2007-03, Vol.18 (1), p.27-38

Remesal, Ana

2007

Volltextzugriff (PDF)

Social presence and virtual collaborative learning processes in higher education / Presencia social y procesos de aprendizaje colaborativo virtual en educación superior

Infancia y aprendizaje, 2015-07, Vol.38 (3), p.647-680

2015

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Inquiry into ‘Communities of Inquiry’: Knowledge, Communication, Presence, Community

E-learning and digital media, 2014-02, Vol.11 (1), p.1-4

2014

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El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria

Comunicar (Huelva, Spain), 2021-01, Vol.29 (66), p.21-31

Spanish ed., 2021

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Prospective Teachers' Conceptions of Assessment: A Cross-Cultural Comparison

The Spanish journal of psychology, 2012-03, Vol.15 (1), p.75-89

2012

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Online Questionnaires Use with Automatic Feedback for e-Innovation in University Students

Comunicar (Huelva, Spain), 2017, Vol.25 (51), p.51

2017

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Making learning more visible through e-assessment: implications for feedback

Journal of computing in higher education, 2015-04, Vol.27 (1), p.10-27

2015

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Synchronous self-assessment: First experience for higher education instructors

Primary and secondary teachers’ conceptions of assessment: A qualitative study

Social presence and online collaborative small group work: A socioconstructivist account

Implicarse en el aprendizaje a través de la personalización. La perspectiva del alumnado de formación inicial del profesorado

Faculty and Students’ Perceptions about Assessment in Blended Learning during Pandemics: The Case of the University of Barcelona

Challenges for Post-Pandemic Virtual Education in Latin America: A Comparative Analysis of the Emergency Remote Higher Education Process in Chile, Mexico, and Ecuador

Host and environmental factors influencing respiratory secretion of pro-wheezing biomarkers in preterm children

Effects of Antenatal Betamethasone and Dexamethasone on the Lung Expression of Vascular Endothelial Growth Factor and Alveolarization in Newborn Rats Exposed to Acute Hypoxia and Recovered in Normoxia or Hyperoxia

Parents’ beliefs about assessment: A conceptual framework and findings from Finnish basic education

Uso de cuestionarios online con feedback automático para la e-innovación en el alumnado universitario = Online Questionnaires Use with Automatic Feedback for e-Innovation in University Students

Certainty-Based Self-Assessment in Higher Education: A Strategy for All?

Qué dificultades perciben los futuros maestros y sus profesores acerca del feedback recibido durante el trabajo final de grado

Competency-Based Assessment Practices in Higher Education: Lessons from the Pandemics

The Challenge of Inclusive Dialogic Teaching in Public Secondary School

Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

The challenge of inclusive dialogic teaching in public secondary school

The challenge of inclusive dialogic teaching in public secondary school/ El reto de la ensenanza dialogica inclusiva en la escuela publica secundaria

Teachers’ conceptions of assessment: Comparing two inventories with Ecuadorian teachers

Educational reform and primary and secondary teachers' conceptions of assessment: the Spanish instance, building upon Black and Wiliam (2005)

Social presence and virtual collaborative learning processes in higher education / Presencia social y procesos de aprendizaje colaborativo virtual en educación superior

Inquiry into ‘Communities of Inquiry’: Knowledge, Communication, Presence, Community

El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria

Prospective Teachers' Conceptions of Assessment: A Cross-Cultural Comparison

Online Questionnaires Use with Automatic Feedback for e-Innovation in University Students

Making learning more visible through e-assessment: implications for feedback

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