Dr. Rebecca Krebs

Consultation Hours

by appointment by e-mail

External Links:

• ResearchGate
• ORCID

Current Projects

WiKoKo – Modellierung überfachlicher Wissenschaftskommunikationskompetenz

Academic Degrees

• 2024: Doctorate (Dr. phil.) Educational Science at der Ruhr University Bochum
• 2020: M.A. in Educational Science at the Ruhr University Bochum
• 2018: B.A. in Educational Science and General and Comparative Literature Science at the Ruhr University Bochum

CV

• Since 2025: Research Scientist at the Research Group on Learning and Instruction at the Ruhr University Bochum (Prof. Dr. Joachim Wirth)
• 2024 –2025: Research Scientist at the Competence Development and Competence Modeling Lab at the Ruhr University Bochum (Prof. Dr. Marc Stadtler)
• 2020 – 2024: Research Scientist at the Psychology of Education Research Group at the Ruhr University Bochum (Prof. Dr. Julian Roelle)
• 2019 – 2020: Student Assistant at the Psychology of Education Research Group at the Ruhr University Bochum (Prof. Dr. Julian Roelle)
• 2018 – 2019: Research Intern and Student Assistant at the Educational Psychology and Technology Research Group at the Ruhr University Bochum (Prof. Dr. Nikol Rummel)
• 2016 – 2019: Student Assistant at the Research Group for German Linguistics and Language Teaching at the Ruhr University Bochum (Prof. Dr. Björn Rothstein)

Research Interests

• Accuracy of metacognitive judgments
• Monitoring and regulation

Selected Publications

Krebs, R., Waldeyer, J., Rothstein, B., & Roelle, J. (2024).  Do rubrics enhance self-assessment accuracy? A replication experiment and exploration of effects on performance. Zeitschrift für Pädagogische Psychologie und Entwicklungspsychologie. DOI

Panadero, E., Fernández Ortube, A., Krebs, R., & Roelle, J. (2024). Analysis of rubrics online platforms: advancing toward erubrics. Assessment and Evaluation in Higher Education. DOI

Roelle, J., Froese*, L., Krebs*, R., Obergassel*, N., & Waldeyer*, J. (2022). Sequence matters! Retrieval practice before generative learning is more effective than the reverse order. Learning and Instruction, 80. DOI  * authors contributed equally to the publication

Krebs, R., Rothstein, B., & Roelle, J. (2022). Rubrics enhance accuracy and reduce cognitive load in self-assessment. Metacognition and Learning. DOI

Eberle, J., Krebs, R., Rummel, N. (2020). Das Online-Forschungslogbuch – eine Unterstützungsmaßnahme beim Erwerb sozial- und geisteswissenschaftlicher Forschungskompetenzen. In J. Straub, S. Plontke, P. S. Ruppel, B., Frey, F. Mehrabi, & J. Ricken (Eds.), Forschendes Lernen an Universitäten (pp. 117-126). Wiesbaden: Springer VS. DOI

Selected Presentations

Krebs, R., Panadero, E., Fernández, A., & Roelle, J. (2024, June 26–28). Analysis of rubrics online platforms. In E. Panadero (Chair), Enhancing Educational Outcomes through Rubric
Design and Implementation: Insights and Innovations [Symposium]. Conference of the EARLI Special Interest Group 1 (EARLI SIG 1), Barcelona, Spain.

Krebs, R., Waldeyer, J., Rothstein, B., Panadero, E., & Roelle, J. (2023, August 22–26). How to foster self-assessment accuracy and regulation through rubrics. In R. Krebs & L. Froese
(Chairs), How to Optimize Metacognitive Monitoring and Judgment Accuracy [Symposium]. 20th Biennial Conference of the European Association for Research on Learning and
Instruction (EARLI), Thessaloniki, Greece.

Krebs, R., Waldeyer, J., Rothstein, B., & Roelle, J. (2023, 28. Februar – 3. März). Rubrics fördern die Akkuratheit von Selbsturteilen, jedoch nicht die Regulation. In Waldeyer, J. (Chair), Metakognitive Überwachung beim Lernen in Schule und Hochschule: Maßnahmen zur Förderung der Urteilsgenauigkeit [Symposium]. Vortrag im Rahmen der 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Essen, Deutschland.

Krebs, R., Rothstein, B., & Roelle, J. (2022, August 22-24). Do rubrics enhance self-assessment accuracy and regulation? [Paper presentation]. Conference of the EARLI Special Interest Groups 6+7 (EARLI SIG 6+7), Zollikofen, Switzerland.

Krebs, R., Rothstein, B., & Roelle, J. (2022, July 18-22). Effects of rubrics on self-assessment accuracy and regulation [Poster presentation]. Conference of the Junior Researchers of EARLI (JURE), Porto, Portugal.

Trentepohl, S., Abel, R., Froese, L., Heitmann, S., Krebs, R., Obergassel, N., & Roelle, J. (2022, August 22-24). Combining the advantages of open- and closed-book quizzing: Starting with open-book quizzing supports long-term learning [Paper presentation]. Conference of the EARLI Special Interest Groups 6+7 (EARLI SIG 6+7), Zollikofen, Switzerland.

Krebs, R., Rothstein, B., & Roelle, J. (2021, August 18-20). Do rubrics enhance judgment accuracy? [Poster Presentation]. Virtual Conference of the Junior Researchers of EARLI (JURE), Online, Belgium.

Froese, L., Krebs, R., Moning, J., Obergassel, N., Waldeyer, J., & Roelle, J. (2021, August 23–27). Retrieval practice before generative learning exceeds generative learning before retrieval practice. In J. Roelle (Chair), How to integrate retrieval practice into existing educational activities [Symposium]. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Online, Belgium.