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Hongli Li, Jacquelyn A. Bialo, Yao Xiong, Charles Vincent Hunter & Xiuyan Guo. (2021) The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis. Applied Measurement in Education 34:3, pages 179-203.
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W. Brian Whalley. (2021) Using attainment curves and lead-times to help improve student examination performance. Journal of Further and Higher Education 45:1, pages 1-15.
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Jiyae Bong & Min Sook Park. (2020) Peer assessment of contributions and learning processes in group projects: an analysis of information technology undergraduate students’ performance. Assessment & Evaluation in Higher Education 45:8, pages 1155-1168.
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Marlies Schillings, H. Roebertsen, H. Savelberg, J. Whittingham & D. Dolmans. (2020) Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills. Educational Studies 46:6, pages 693-707.
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J. W. Gaynor. (2020) Peer review in the classroom: student perceptions, peer feedback quality and the role of assessment. Assessment & Evaluation in Higher Education 45:5, pages 758-775.
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Ye Han & Yueting Xu. (2020) The development of student feedback literacy: the influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education 45:5, pages 680-696.
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Lanqin Zheng, Xuan Zhang & Panpan Cui. (2020) The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis. Assessment & Evaluation in Higher Education 45:3, pages 372-386.
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Hongli Li, Yao Xiong, Charles Vincent Hunter, Xiuyan Guo & Rurik Tywoniw. (2020) Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education 45:2, pages 193-211.
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Lucy M. Alpine, Francieli Tanji Caldas & Emer M. Barrett. (2019) Evaluation of a 2 to 1 peer placement supervision model by physiotherapy students and their educators. Physiotherapy Theory and Practice 35:8, pages 748-755.
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Hannah Dickson, Joel Harvey & Nigel Blackwood. (2019) Feedback, feedforward: evaluating the effectiveness of an oral peer review exercise amongst postgraduate students. Assessment & Evaluation in Higher Education 44:5, pages 692-704.
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Sang-Bin Lee. (2019) Scale-referenced, summative peer assessment in undergraduate interpreter training: self-reflection from an action researcher. Educational Action Research 27:2, pages 152-172.
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Susan J. Deeley, Moira Fischbacher-Smith, Dimitar Karadzhov & Elina Koristashevskaya. (2019) Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. Higher Education Pedagogies 4:1, pages 385-405.
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Maya Usher & Miri Barak. (2018) Peer assessment in a project-based engineering course: comparing between on-campus and online learning environments. Assessment & Evaluation in Higher Education 43:5, pages 745-759.
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Jon C. Wiebel & Vesta T. Silva. (2018) Why We Say it Like That: Making Rhetorical Practices Explicit for Students in Disciplinary and Interdisciplinary Courses. College Teaching 66:1, pages 24-30.
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Sang-Bin Lee. (2017) University students’ experience of ‘scale-referenced’ peer assessment for a consecutive interpreting examination. Assessment & Evaluation in Higher Education 42:7, pages 1015-1029.
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Susan J. Deeley & Catherine Bovill. (2017) Staff student partnership in assessment: enhancing assessment literacy through democratic practices. Assessment & Evaluation in Higher Education 42:3, pages 463-477.
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Michael Mogessie Ashenafi. (2017) Peer-assessment in higher education – twenty-first century practices, challenges and the way forward. Assessment & Evaluation in Higher Education 42:2, pages 226-251.
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Naomi E. Winstone, Robert A. Nash, Michael Parker & James Rowntree. (2017) Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist 52:1, pages 17-37.
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Atta Gebril. (2017) Language teachers’ conceptions of assessment: an Egyptian perspective. Teacher Development 21:1, pages 81-100.
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Sean Kearney, Timothy Perkins & Shannon Kennedy-Clark. (2016) Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model. Assessment & Evaluation in Higher Education 41:6, pages 840-853.
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Genevieve Simpson & Julian Clifton. (2016) Assessing postgraduate student perceptions and measures of learning in a peer review feedback process. Assessment & Evaluation in Higher Education 41:4, pages 501-514.
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Tammy Q. Tasker & Leslie Rupert Herrenkohl. (2016) Using Peer Feedback to Improve Students’ Scientific Inquiry. Journal of Science Teacher Education 27:1, pages 35-59.
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Hongli Li, Yao Xiong, Xiaojiao Zang, Mindy L. Kornhaber, Youngsun Lyu, Kyung Sun Chung & Hoi K. Suen. (2016) Peer assessment in the digital age: a meta-analysis comparing peer and teacher ratings. Assessment & Evaluation in Higher Education 41:2, pages 245-264.
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W. Brian Whalley. (2016) Evaluating student assessments: the use of optimal foraging theory. Assessment & Evaluation in Higher Education 41:2, pages 183-198.
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Emma Medland. (2016) Assessment in higher education: drivers, barriers and directions for change in the UK. Assessment & Evaluation in Higher Education 41:1, pages 81-96.
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Stuart Ian Boon. (2015) The role of training in improving peer assessment skills amongst year six pupils in primary school writing: an action research enquiry. Education 3-13 43:6, pages 666-682.
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Matthew Bamber. (2015) The impact on stakeholder confidence of increased transparency in the examination assessment process. Assessment & Evaluation in Higher Education 40:4, pages 471-487.
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RK Chowdhury. (2015) Learning and teaching style assessment for improving project-based learning of engineering students: A case of United Arab Emirates University. Australasian Journal of Engineering Education 20:1, pages 81-94.
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J. D. Adams & M. S. Mabusela. (2015) Quality Assignments: Exploring the Use of Peer Assessment. Journal of Social Sciences 42:1-2, pages 89-96.
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Robyn Yucel, Fiona L. Bird, Jodie Young & Tania Blanksby. (2014) The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report. Assessment & Evaluation in Higher Education 39:8, pages 971-986.
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Jane McDonnell & Will Curtis. (2014) Making space for democracy through assessment and feedback in higher education: thoughts from an action research project in education studies. Assessment & Evaluation in Higher Education 39:8, pages 932-948.
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Alasdair Blair, Alun Wyburn-Powell, Mark Goodwin & Sam Shields. (2014) Can dialogue help to improve feedback on examinations?. Studies in Higher Education 39:6, pages 1039-1054.
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Mirabelle Walker & Judith Williams. (2014) Critical evaluation as an aid to improved report writing: a case study. European Journal of Engineering Education 39:3, pages 272-281.
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Paula Hodgson, Kitty Chan & Justina Liu. (2014) Outcomes of synergetic peer assessment: first-year experience. Assessment & Evaluation in Higher Education 39:2, pages 168-178.
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Rachel Spearing. (2014) Facilitating the transition to postgraduate attainment: the experience of one postgraduate, pre-registration physiotherapy programme. Assessment & Evaluation in Higher Education 39:1, pages 89-101.
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Sean Kearney. (2013) Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education 38:7, pages 875-891.
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Amani Bell, Rosina Mladenovic & Margaret Price. (2013) Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education 38:7, pages 769-788.
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Wichard Zwaal & Hans Otting. (2013) A traditional versus a constructivist conception of assessment. Research in Hospitality Management 2:1-2, pages 29-38.
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Kerry Wimshurst & Matthew Manning. (2013) Feed-forward assessment, exemplars and peer marking: evidence of efficacy. Assessment & Evaluation in Higher Education 38:4, pages 451-465.
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Fatma Sasmaz Oren. (2012) The effects of gender and previous experience on the approach of self and peer assessment: a case from Turkey. Innovations in Education and Teaching International 49:2, pages 123-133.
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Mary Welsh. (2012) Student perceptions of using the PebblePad e-portfolio system to support self- and peer-based formative assessment. Technology, Pedagogy and Education 21:1, pages 57-83.
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Jan Hendrik Hahn, Elsa Mentz & Lukas Meyer. (2012) Information technology students' changing perceptions of assessment strategies during pair programming. African Journal of Research in Mathematics, Science and Technology Education 16:2, pages 225-237.
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DuncanD. Nulty. (2011) Peer and self‐assessment in the first year of university. Assessment & Evaluation in Higher Education 36:5, pages 493-507.
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Sarah Gielen, Filip Dochy & Patrick Onghena. (2011) An inventory of peer assessment diversity. Assessment & Evaluation in Higher Education 36:2, pages 137-155.
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GrahamD. Hendry, Nikki Bromberger & Susan Armstrong. (2011) Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment & Evaluation in Higher Education 36:1, pages 1-11.
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David Nicol. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education 35:5, pages 501-517.
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Sarah Gielen, Lies Tops, Filip Dochy, Patrick Onghena & Stijn Smeets. (2010) A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journal 36:1, pages 143-162.
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Anna Jessen & James Elander. (2009) Development and evaluation of an intervention to improve further education students' understanding of higher education assessment criteria: three studies. Journal of Further and Higher Education 33:4, pages 359-380.
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GavinT.L. Brown & GerritH.F. Hirschfeld. (2008) Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice 15:1, pages 3-17.
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Thu Thuy Vu & Gloria Dall’Alba. (2007) Students’ experience of peer assessment in a professional course. Assessment & Evaluation in Higher Education 32:5, pages 541-556.
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NancyT. Davis, Evrim
Genc Kumtepe & Mehmet Aydeniz. (2007) Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment. Educational Assessment 12:2, pages 113-135.
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Sue Bloxham & Amanda West. (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education 12:1, pages 77-89.
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Ngar-Fun Liu & David Carless. (2006) Peer feedback: the learning element of peer assessment. Teaching in Higher Education 11:3, pages 279-290.
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