José Carlos G. Ocampo

I investigate how innovative educational technologies can be leveraged to better adapt to the needs of both students and teachers, with the goal of improving teaching and learning processes. My work examines how learners and educators use AI and AR/VR across diverse learning contexts and authentic classroom environments. Additionally, I also investigate how formative assessment and feedback processes can be enhanced using technology.

Working in interdisciplinary teams (e.g., computer linguists, psychologists, and data scientists) we design adaptive interventions, analyse large-scale datasets, and develop evidence-based recommendations to enrich learning opportunities.

If you share these research interests or would like to collaborate, feel free to contact me!

11/2024 to Present

Research Assistant, Teaching and Learning with Digital Media

University of Tübingen Tübingen Center for Digital Education (TüCeDE)

12/2020 to 02/2024

Predoctoral Student, Universidad de Deusto, Bilbao, Spain, Education, Regulated Learning, and Assessment Research Group

Thesis: “Ladies and Gentlemen, Does Gender Really Matter? Unpacking the Role of Gender in Web-Based Peer Assessments.” (Cum Laude). Supervisors: Prof. Dr. Ernesto Panadero and Prof. Dr. Fernando Diez Ruiz.
Funding: Horizon 2020 Marie Skłodowska-Curie Cofund Early Stage Fellowship (Nº 847624).

01/2023 to 04/2023

Visiting PhD Researcher, University of Ghent, Belgium

Education, Media, Assessment, STEM & Technology (EDUM@ST) Research Group, Faculty of Psychology and Educational Sciences

05/2019 to 11/2020

Lecturer in Psychology and Education

National University, Manila, Philippines

05/2018 to 02/2019

Testing Coordinator and Psychometrician

De La Salle University, Manila, Philippines, Institutional Testing and Evaluation Office

04/2014 to 04/2018

Master in Learning and Teaching

De La Salle University, Manila, Philippines

05/2015 to 05/2018

Research Faculty

Multiple Intelligence International School, Quezon City, Philippines

05/2014 to 05/2015

Research Assistant

Center for Learning and Development-Asia, Manila, Philippines

05/2011 to 04/2014

Bachelor of Science in Educational Psychology

De La Salle University, Manila, Philippines

Contributions and publications

Publications

(7) Ocampo, J. C. G., Panadero, E., Zamorano, D., Sanchez-Iglesias, I., & Diez, F.

(2023). The effects of gender and training on peer feedback characteristics. Assessment and Evaluation in Higher Education. DOI: 10.1080/02602938.2023.2286432.

(6) Ocampo, J. C. G., Panadero. E. (2023). Web-based peer assessment platforms: What Educational features influence learning, feedback, and social interaction. In O. Noroozi & B. De Wever(Eds.), The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes (pp. 165—182). Springer. DOI: 10.1007/978-3-031-29411-2_8.

(5) Panadero, E., Alqassab, M., Fernández Ruiz, J., & Ocampo, J. C. G. (2023). A systematic review on peer assessment: Intrapersonal and interpersonal factors. Assessment and Evaluation in Higher Education. DOI: 10.1080/02602938.2023.2164884.

(4) Ocampo, J. C. G., Panadero, E., & Diez, F. (2022). Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment. Assessment and Evaluation in Higher Education. DOI: 10.1080/02602938.2022.2130167.

(3) Ocampo, J. C. G., & Magno, C. (2019). Assessing preservice teachers’ passion for teaching. Educational Measurement and Evaluation Review, 10, 3—15.

(2) Magno, C., & Ocampo, J. C. G. (2018). Can students’ value for formative assessment develop their academic self-regulation and grit? In C. Magno & A. David (Eds.), Philippine and Global Perspectives on Educational Assessment (pp. 113—132). Philippine Educational Measurement and Evaluation Association.

(1) Magno, C., & Ocampo, J. C. G. (2015). A metanalysis on the standards-based assessment of students’ school readiness in an open high school program. Journal of Standards-Based Assessment Research, 3, 25-34.

Conference Contributions

(13) Ocampo, J. C. G., & Mendoza, N. (2024). Mapping Teachers’ Assessment Practices: Evidence from the Philippine Educational System. EARLI SIG1 Conference, Barcelona, Spain.

(12) Ocampo, J. C. G., Zamorano, D., & Panadero, E. (2024). A Systematic Review on Gender’s Influence on Peer Assessment Outcomes. EARLI SIG1 Conference, Barcelona, Spain.

(11) Ocampo, J. C. G., Panadero, E., Zamorano, D., Sanchez-Iglesias, I. &. Diez-Ruiz, F. (2024). The Effects of Gender and Training on Peer Feedback Characteristics. EARLI SIG1 Conference, Barcelona, Spain.

(10) Ocampo, J. C. G., Panadero, E., Diez-Ruiz, F., & Sanchez-Iglesias, I. (2023). “Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on peer feedback uptake and perceptions of peer feedback. EARLI 2023 SIG1 Invited Symposium, Thessaloniki, Greece.

(9) Ocampo, J. C. G., Alqassab, M., Fernandez-Ruiz, J. F., & Panadero, E. (2022). A systematic review on peer assessment: Intrapersonal and interpersonal factors. Junior Researchers of EARLI Conference, Porto, Portugal.

(8) Ocampo, J. C. G., & Panadero, E. (2022). Web-Based Peer Assessment Platforms: What Educational Features Influence Learning, Feedback and Social Interaction? EARLI SIG1and SIG4 Conference, Cadiz, Spain.

(7) Ocampo, J. C. G., Panadero, E., Diez, F. (2022). Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment. EARLI SIG1and SIG4 Conference, Cadiz, Spain.

(6) Ocampo, J. C. G., Alqassab, M., Fernandez-Ruiz, J. F., & Panadero, E. (2021). A Systematic review on peer assessment: Intrapersonal and interpersonal factors. EARLI 2021 SIG1 Invited Symposium, Gothenburg, Sweden. (Online).

(5) Ocampo, J. C. G. (2018). Developing and implementing a classroom feedback model: An action research. International Conference on Educational Measurement and Evaluation (ICEME 2018). Manila City, Philippines.

(4) Ocampo, J. C. G. (2015). Can students’ value for formative assessment developtheir academic self-regulation and grit? International Conference of Assessment for Learning in Higher Education. Centre for the Enhancement of Teaching and Learning, Hong Kong University.

(3) Pinero, T., Ocampo, J. C. G., Osman, A. J. (2014). Development and validation of the general academic procrastination scale. 1st International Conference on Multidisciplinary Research & Statistical Modeling: Best Practices in Research andStatistical Data Analysis. Quezon City, Philippines.

(2) Ocampo, J. C. G., Mayonado, A. A. D., Orteza, H. N. B. (2014, February). The Mediating influence of maladaptive perfectionism in the relationship of social goals on academic burnout. Philippine Association for Counselor Education, Research and Supervision (38^th PACERS Conference). Manila City, Philippines.

(1) Ocampo, J. C. G., Mayonado, A. A. D., Orteza, H. N. B. (2013, February). Task-Oriented vs. Relationship-oriented: What is the effect of leadership style on voting preference? Philippine Association for Counselor Education, Research and Supervision (37^th PACERS Conference). Manila City, Philippines.

Memberships

European Association for Research on Learning and Instruction:
- Special Interest Group 1: Assessment and Evaluation
- Special Interest Group 7: Technology-Enhanced Learning and Instruction
Philippine Educational Measurement and Evaluation Association
Psychological Association of the Philippines