Dr. Rubén Fernández-Alonso

Associate Professor in the Department of Education Sciences (University of Oviedo)
Symposium title: 
Large scale educational evaluations: life beyond rankings
  • The role of the school in student well-being: evidence based on PISA 2015
  • Factors that favor academic resilience: an analysis based on PIRLS 2016 data from Mediterranean countries
  • Socio-cultural structure in schools and academic performance
  • Inter-judge agreement: The challenge of including open items in educational evaluations
  • Do orectic variables affect academic performance? A longitudinal perspective
Curriculum vitae: 

Rubén Fernández-Alonso is the coordinator of Evaluation and Quality Research in the Ministry of Education and Culture in the government of the Principality of Asturias and associate professor in the department of Education Sciences at the University of Oviedo. He was awarded his doctorate at the University of Oviedo under the direction of José Muñiz and since then has been a member of the “Psychometry” research group there. Inb the last five years he has had research published in journals such as Journal of Educational Psychology, Learning and Individual Differences, Frontiers in Psychology, Psicothema, Revista de Psicodidáctica and Revista de Educación, in which he has presented work focused on the relationship between academic performance and homework, family involvement, and corrector effects in constructed response items. In the Ministry of Education and Culture, he specialises in the evaluation of educational systems and the study of factors associated with academic achievement. He is responsible for the management and analysis of evaluations that Asturias participates in (PISA, TIMSS/PIRLS, and the Asturias Diagnostic Evaluation), and for monitoring Asturias’ educational indicators for the 2020 Education and Training Strategy. Among other tasks, he coordinates the series Evaluation Reports (https://www.educastur.es/consejeria/sistema-educativo/evaluacion-y-exito... informes), a bimonthly publication which analyses a performance related factor in detail, such as classroom environment, attitudes towards reading, or effects of repeating school years.

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