Institut für Erziehungswissenschaft

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 (38th 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 (37th 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