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A. Wakefield, R. R. Murray & E. Bell. (2024) Filmmaking with biology undergraduates: combining digital technology with authentic assessment to develop students’ skillset and capabilities for life after graduation. Cogent Education 11:1.
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Agnese Ilaria Telloni. (2024) Roleplaying to develop students’ awareness and robust learning of advanced mathematical concepts. International Journal of Mathematical Education in Science and Technology 55:1, pages 44-67.
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Lauri J. Partanen, Viivi Virtanen, Henna Asikainen & Liisa Myyry. (2023) Chemical engineering students’ perceptions of peer and self-assessment. European Journal of Engineering Education 0:0, pages 1-19.
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Wing Shui Ng & Guoxing Yu. (2023) Students’ attitude to peer assessment process: a critical factor for success. Interactive Learning Environments 31:5, pages 2967-2985.
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Oluseyi Oluseun Adesina, Olufunbi Alaba Adesina, Ismail Adelopo & Godfred Adjappong Afrifa. (2023) Managing group work: the impact of peer assessment on student engagement. Accounting Education 32:1, pages 90-113.
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Jeanette Carlsson Hauff & Jonas Nilsson. (2022) Students’ experience of making and receiving peer assessment: the effect of self-assessed knowledge and trust. Assessment & Evaluation in Higher Education 47:6, pages 959-971.
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Diana Pereira, Irene Cadime, Gavin Brown & Maria Assunção Flores. (2022) How do undergraduates perceive the use of assessment? A study in higher education. European Journal of Higher Education 12:1, pages 1-17.
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Zheng Zong, Yanqing Wang & Christian Dieter Schunn. (2021) Why students want to provide feedback to their peers: Drivers of feedback quantity and variation by type of course. Journal of Psychology in Africa 31:4, pages 336-343.
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Antonella Carbonaro. (2019) Good practices to influence engagement and learning outcomes on a traditional introductory programming course. Interactive Learning Environments 27:7, pages 919-926.
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Marta Ramon-Casas, Neus Nuño, Ferran Pons & Toni Cunillera. (2019) The different impact of a structured peer-assessment task in relation to university undergraduates’ initial writing skills. Assessment & Evaluation in Higher Education 44:5, pages 653-663.
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Timothy Simpson, Kathryn Holden, Deborah Merrick, Simon Dawson & Lynn Bedford. (2019) Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?. Higher Education Pedagogies 4:1, pages 262-283.
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Monique A. Dijks, Leonie Brummer & Danny Kostons. (2018) The anonymous reviewer: the relationship between perceived expertise and the perceptions of peer feedback in higher education. Assessment & Evaluation in Higher Education 43:8, pages 1258-1271.
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Thomas Wanner & Edward Palmer. (2018) Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education 43:7, pages 1032-1047.
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Marelize Malan & Nerine Stegmann. (2018) Accounting students’ experiences of peer assessment: A tool to develop lifelong learning. South African Journal of Accounting Research 32:2-3, pages 205-224.
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Betul Sekendiz. (2018) Utilisation of formative peer-assessment in distance online education: a case study of a multi-model sport management unit. Interactive Learning Environments 26:5, pages 682-694.
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Sandi Tait-McCutcheon & Bernadette Knewstubb. (2018) Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course. Assessment & Evaluation in Higher Education 43:5, pages 772-785.
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Anna Planas-Lladó, Lidia Feliu, Francesc Castro, Rosa Maria Fraguell, Gerard Arbat, Joan Pujol, Joan Josep Suñol & Pepus Daunis-i-Estadella. (2018) Using peer assessment to evaluate teamwork from a multidisciplinary perspective. Assessment & Evaluation in Higher Education 43:1, pages 14-30.
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Althea ArchMiller, John Fieberg, J.D. Walker & Noah Holm. (2017) Group peer assessment for summative evaluation in a graduate-level statistics course for ecologists. Assessment & Evaluation in Higher Education 42:8, pages 1208-1220.
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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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Sarah E.M. Meek, Louise Blakemore & Leah Marks. (2017) Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment & Evaluation in Higher Education 42:6, pages 1000-1013.
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Diana Pereira, Maria Assunção Flores & Alexandra Barros. (2017) Perceptions of Portuguese undergraduate students about assessment: a study in five public universities. Educational Studies 43:4, pages 442-463.
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Hui-Chun Chu, Jun-Ming Chen & Chieh-Lun Tsai. (2017) Effects of an online formative peer-tutoring approach on students’ learning behaviors, performance and cognitive load in mathematics. Interactive Learning Environments 25:2, pages 203-219.
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Emma Mulliner & Matthew Tucker. (2017) Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education 42:2, pages 266-288.
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Yanqing Wang, Yaowen Liang, Luning Liu & Ying Liu. (2016) A multi-peer assessment platform for programming language learning: considering group non-consensus and personal radicalness. Interactive Learning Environments 24:8, pages 2011-2031.
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Diana Pereira, Maria Assunção Flores & Laila Niklasson. (2016) Assessment revisited: a review of research in Assessment and Evaluation in Higher Education. Assessment & Evaluation in Higher Education 41:7, pages 1008-1032.
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Katie Dunworth & Hugo Santiago Sanchez. (2016) Perceptions of quality in staff-student written feedback in higher education: a case study. Teaching in Higher Education 21:5, pages 576-589.
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Joan Josep Suñol, Gerard Arbat, Joan Pujol, Lidia Feliu, Rosa Maria Fraguell & Anna Planas-Lladó. (2016) Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education 41:4, pages 622-637.
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Esyin Chew, Helena Snee & Trevor Price. (2016) Enhancing international postgraduates’ learning experience with online peer assessment and feedback innovation. Innovations in Education and Teaching International 53:3, pages 247-259.
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Parviz Birjandi & Masood Siyyari. (2016) Agreeableness and Conscientiousness as predictors of university students’ self/peer-assessment rating error. Irish Educational Studies 35:1, pages 117-135.
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Roger Barnard, Rosemary de Luca & Jinrui Li. (2015) First-year undergraduate students’ perceptions of lecturer and peer feedback: a New Zealand action research project. Studies in Higher Education 40:5, pages 933-944.
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Annelies Raes, Ellen Vanderhoven & Tammy Schellens. (2015) Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education. Studies in Higher Education 40:1, pages 178-193.
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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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Beth J. Patton & Melissa Marty-Snyder. (2014) Practical Applications for Using Peer Assessment in Physical Education Teacher Education Field Experiences. Strategies 27:6, pages 25-31.
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Bunmi S. Malau-Aduli, Dwight Assenheimer, Derek Choi-Lundberg & Craig Zimitat. (2014) Using computer-based technology to improve feedback to staff and students on MCQ assessments. Innovations in Education and Teaching International 51:5, pages 510-522.
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Raoul Mulder, Chi Baik, Ryan Naylor & Jon Pearce. (2014) How does student peer review influence perceptions, engagement and academic outcomes? A case study. Assessment & Evaluation in Higher Education 39:6, pages 657-677.
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Anna Planas Lladó, Lídia Feliu Soley, Rosa Maria Fraguell Sansbelló, Gerard Arbat Pujolras, Joan Pujol Planella, Núria Roura-Pascual, Joan Josep Suñol Martínez & Lino Montoro Moreno. (2014) Student perceptions of peer assessment: an interdisciplinary study. Assessment & Evaluation in Higher Education 39:5, pages 592-610.
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Xiongyi Liu & Lan Li. (2014) Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment. Assessment & Evaluation in Higher Education 39:3, pages 275-292.
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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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Ana Carvalho. (2013) Students' perceptions of fairness in peer assessment: evidence from a problem-based learning course. Teaching in Higher Education 18:5, pages 491-505.
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Sandra Fernandes, Maria Assunção Flores & Rui Manuel Lima. (2012) Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education 37:2, pages 163-178.
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Charlie Smith. (2011) Understanding Students’ Views of the Crit Assessment. Journal for Education in the Built Environment 6:1, pages 44-67.
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Gallayanee Yaoyuneyong & Amy Thornton. (2011) Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities. International Journal of Fashion Design, Technology and Education 4:2, pages 127-139.
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Andreas Waaler Røshol. (2024) Putting the ego aside: A case study of the peer-to-peer feedback dialogue among electronic popular music makers within higher education. Journal of Popular Music Education.
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Lauri J. Partanen, Liisa Myyry & Henna Asikainen. (2024) Physical chemistry students’ learning profiles and their relation to study-related burnout and perceptions of peer and self-assessment. Chemistry Education Research and Practice 25:2, pages 474-490.
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Tomás Alves, Francisco Sousa, Sandra Gama, Joaquim Jorge & Daniel Gonçalves. (2023) How Personality Traits Affect Peer Assessment in Distance Learning. Technology, Knowledge and Learning 29:1, pages 371-396.
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Ataman Karaçöp & Tufan İnaltekin. (2023) Formative Assessment in Educational Research Published at the Beginning of the New Millennium: Bibliometric Analysis. Journal of Formative Design in Learning 7:2, pages 106-125.
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