Panadero, Ernesto et al. ORCID: 0000-0003-0859-3616 (2025) Tracking self-regulated learning in action: How individual differences shape positive and negative regulation across three types of tasks. Learning and Individual Differences, 124 . ISSN 1873-3425

Ocampo, Jose Carlos G., Panadero, Ernesto ORCID: 0000-0003-0859-3616, Zamorano, David and Sanchez-Iglesias, Ivan (2025) Which gender provides more specific peer feedback? Gender and assessment training’s effects on peer feedback specificity and intrapersonal factors. Assessing Writing, 66 . ISSN 1873-5916

Yang, Lan, Panadero, Ernesto ORCID: 0000-0003-0859-3616, Yang, Lan and Chen, Chen (2025) Technology-mediated self-assessment in higher education: A critical review. Contemporary Educational Technology, 17 (3). p. 588. ISSN 1309-517X

Panadero, Ernesto ORCID: 0000-0003-0859-3616, Delgado, Pablo ORCID: 0000-0002-4713-9187, Zamorano, David ORCID: 0000-0002-3291-6983, Pinedo, Leire ORCID: 0000-0002-3046-5226, Fernández-Ortube, Alazne ORCID: 0000-0001-6352-3341 and Barrenetxea-Mínguez, Lucía ORCID: 0000-0003-0353-0122 (2025) Putting excellence first: How rubric performance level order and feedback type influence students’ reading patterns and task performance. Learning and Instruction, 99 (102168). ISSN 1873-3263

Scully, Darina ORCID: 0000-0002-6076-717X, Carroll, Mary, Clarke, Sarah and Guirke, Gráinne (2025) Burgeoning teacher assessment identity and learning to ‘play the system’: the realities of assessment-led reform at lower secondary level in Ireland. Assessment in Education: Principles, Policy & Practice, 32 (1). pp. 77-97. ISSN 1465-329X

Scully, Darina ORCID: 0000-0002-6076-717X, Carroll, Mary, Clarke, Sarah and Guirke, Gráinne (2025) Burgeoning teacher assessment identity and learning to ‘play the system’: the realities of assessment-led reform at lower secondary level in Ireland. Assessment in Education: Principles, Policy and Practice . pp. 1-21. ISSN 1465-329X

Panadero, Ernesto ORCID: 0000-0003-0859-3616 and Sánchez-Iglesias, Iván (2025) Impact of Displaying Grades Vs. Not Displaying Grades on Academic Performance and Emotional Outcomes While Delivering Feedback Comments: A Longitudinal Study. Educational Assessment . pp. 1-20. ISSN 1532-6977

Lehane, Paula ORCID: 0000-0003-0856-3505, O’Connor, Gillian and O’Leary, Michael (2025) Back to the future? Reflections from 25 years of empirical research on Leaving Certificate assessment in Ireland. Irish Educational Studies . pp. 1-31. ISSN 0332-3315

Lehane, Paula ORCID: 0000-0003-0856-3505, Scully, Darina ORCID: 0000-0002-6076-717X and O'Leary, Michael ORCID: 0000-0002-6771-904X (2022) ‘Time to figure out what to do’: understanding the nature of Irish post-primary students’ interactions with computer-based exams (CBEs) that use multimedia stimuli. Irish Educational Studies, 41 (1). pp. 5-25. ISSN 0332-3315

Hyland, Diarmuid ORCID: 0000-0003-3787-5153, O'Shea, Ann ORCID: 0000-0001-8504-2290, Breen, Sinéad ORCID: 0000-0001-7215-0460, Nolan, Brien ORCID: 0000-0002-9356-6833 and van Kampen, Paul (2021) The design of an algebra concept inventory. In: MEI 7, 15-16 October 2021, Dublin, Ireland.

Gardner, John ORCID: 0000-0002-3844-7305, O'Leary, Michael ORCID: 0000-0002-6771-904X and Yuan, Li ORCID: 0000-0002-7144-9441 (2021) Artificial intelligence in educational assessment: ‘Breakthrough? Or buncombe and ballyhoo?’. Journal of Computer Assisted Learning, 37 (5). pp. 1207-1216. ISSN 0266-4909

Karakolidis, Anastasios ORCID: 0000-0002-7460-7759, O'Leary, Michael ORCID: 0000-0002-6771-904X and Scully, Darina ORCID: 0000-0002-6076-717X (2021) Animated videos in assessment: comparing validity evidence from and test-takers’ reactions to an animated and a text-based situational judgment test. International Journal of Testing, 21 (2). pp. 57-79. ISSN 1530-5058

Lehane, Paula ORCID: 0000-0003-0856-3505, Lysaght, Zita ORCID: 0000-0002-0897-4710 and O'Leary, Michael ORCID: 0000-0002-6771-904X (2021) A validity perspective on interviews as a selection mechanism for entry to initial teacher education programmes. European Journal of Teacher Education, 46 (2). pp. 293-307. ISSN 0261-9768

Kettlewell, Kelly, Sharp, Caroline and Eivers, Eemer ORCID: 0000-0001-8753-0781 (2020) International early learning and child well-being study (IELS): national summary report for England. Technical Report. National Foundation for Educational Research (UK). ISBN 978-1-912596-31-7

Karakolidis, Anastasios ORCID: 0000-0002-7460-7759 (2019) Animated videos in assessment: a comparison study of validity evidence from and test-takers’ Reactions to an animated and a text-Based Version of a situational judgment test. PhD thesis, Dublin City University.

Scully, Darina ORCID: 0000-0002-6076-717X, Pitsia, Vasiliki ORCID: 0000-0002-8172-0397 and Karakolidis, Anastasios ORCID: 0000-0002-7460-7759 (2019) Exploring the interpersonal dimension of teaching in an Irish post-primary context. Irish Educational Studies, 39 (3). pp. 355-374. ISSN 0332-3315

Eivers, Eemer ORCID: 0000-0001-8753-0781 (2019) Identification of students at risk of early school leaving in Malta. Project Report. International Association for the Evaluation of Educational Achievement (IEA).

Eivers, Eemer ORCID: 0000-0001-8753-0781 (2019) Reducing early school leaving in Malta. Project Report. International Association for the Evaluation of Educational Achievement (IEA).

O'Leary, Michael ORCID: 0000-0002-6771-904X, Scully, Darina ORCID: 0000-0002-6076-717X, Karakolidis, Anastasios ORCID: 0000-0002-7460-7759 and Pitsia, Vasiliki ORCID: 0000-0002-8172-0397 (2018) The State-of-the-art in digital technology-based assessment. European Journal of Education, 53 (2). pp. 160-175. ISSN 0141-8211

Lysaght, Zita ORCID: 0000-0002-0897-4710, O'Leary, Michael ORCID: 0000-0002-6771-904X and Scully, Darina ORCID: 0000-0002-6076-717X (2017) Irish pre-service teachers’ expectations for teaching as a career: a snapshot at a time of transition. Irish Journal of Education, 42 . pp. 88-104. ISSN 0021-1257

Karakolidis, Anastasios ORCID: 0000-0002-7460-7759, O'Leary, Michael ORCID: 0000-0002-6771-904X and Scully, Darina ORCID: 0000-0002-6076-717X (2017) Practice tests: do they work? Can they work better? CLEAR Exam Review, 25 (1). pp. 12-16. ISSN 1076-8025