Citations (57)
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Wenxiao Zhang & Yanqing Li. (2023) Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective. Oxford Review of Education 49:6, pages 781-799.
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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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Lili Pâquet & Ariella Van Luyn. (2022) ‘Things living in the cyber-universe’: facilitating peer workshopping in the online creative non-fiction classroom. New Writing 19:4, pages 391-407.
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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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Jan Ketil Rød & Marte Nubdal. (2022) Double-blind multiple peer reviews to change students’ reading behaviour and help them develop their writing skills. Journal of Geography in Higher Education 46:2, pages 284-303.
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David Nicol & Suzanne McCallum. (2022) Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review. Assessment & Evaluation in Higher Education 47:3, pages 424-443.
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Wenting Chen & Jianwu Gao. (2022) Creating an online community of inquiry: learner practice and perceptions of community-based feedback giving in academic writing. Computer Assisted Language Learning 0:0, pages 1-28.
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Hinako Takeuchi & Rachael Ruegg. (2022) Towards a better understanding of an academic success center in an EMI context. Mentoring & Tutoring: Partnership in Learning 30:1, pages 6-23.
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Karin Barac, Marina Kirstein & Rolien Kunz. (2021) Using peer review to develop professional competencies: an Ubuntu perspective. Accounting Education 30:6, pages 551-577.
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Milan Stančić. (2021) Peer assessment as a learning and self-assessment tool: a look inside the black box. Assessment & Evaluation in Higher Education 46:6, pages 852-864.
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Krishneel Reddy, Tony Harland, Rob Wass & Nave Wald. (2021) Student peer review as a process of knowledge creation through dialogue. Higher Education Research & Development 40:4, pages 825-837.
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Brian R. Cook, Peter Kamstra, Thomas Savige, Le-Anne Bannan, Elena Tjandra, Andreas Alexandra & Isabel Cornes. (2021) The impact of peer-review on undergraduate grades when students decide whether to participate. Journal of Geography in Higher Education 45:2, pages 238-254.
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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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Helen Purchase & John Hamer. (2018) Peer-review in practice: eight years of Aropä. Assessment & Evaluation in Higher Education 43:7, pages 1146-1165.
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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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Indira N. Z. Day, Floris M. van Blankenstein, Michiel Westenberg & Wilfried Admiraal. (2018) A review of the characteristics of intermediate assessment and their relationship with student grades. Assessment & Evaluation in Higher Education 43:6, pages 908-929.
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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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Tony Harland, Navé Wald & Haseeb Randhawa. (2017) Student peer review: enhancing formative feedback with a rebuttal. Assessment & Evaluation in Higher Education 42:5, pages 801-811.
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Sue Taylor, Mary Ryan & Jon Pearce. (2015) Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: a learning community approach to assessment. Higher Education Research & Development 34:6, pages 1251-1269.
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Jennifer L. Green & Erin E. Blankenship. (2015) Fostering Conceptual Understanding in Mathematical Statistics. The American Statistician 69:4, pages 315-325.
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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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Articles from other publishers (35)
Yuge Zhang & Ying Gao. (2024) Exploring the dynamics of student engagement with receiving peer feedback in L2 writing. Assessing Writing 60, pages 100842.
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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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Patricia Ann Mabrouk. (2024) Evaluating Threshold Concepts for Information Literacy in an Undergraduate Analytical Chemistry Literature Research Project. Journal of Chemical Education 101:3, pages 1002-1015.
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Diego Gudiño, María-Jesús Fernández-Sánchez, María-Teresa Becerra-Traver & Susana Sánchez-Herrera. (2024) University Students’ Perceptions of Peer Assessment in Oral Presentations. Education Sciences 14:3, pages 221.
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Thomas Howard Morris, Michael Schön & Michael Charles Drayson. (2023) Reimagining online teacher education: combining self-directed learning with peer feedback for interaction and engagement. Journal of Research in Innovative Teaching & Learning.
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Camila Barahona, Miguel Nussbaum, Vicente Martin, Alejandra Meneses, Silvana Arriagada, Angela Di Serio & Isabel Hilliger. (2022) Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback. Educational technology research and development 71:2, pages 667-688.
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Amber Dance. (2023) Classroom assistance: the scientists turning the tools of their trade to education. Nature 613:7942, pages 203-205.
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Natasha Dmoshinskaia, Hannie Gijlers & Ton de Jong. (2021) Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?. Learning Environments Research 25:3, pages 823-840.
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Alexander Mitchell, Michael Scott, Joseph Walton-Rivers, Matt Watkins, Warwick New & Douglas Brown. (2022) An Exploratory Analysis of Student Experiences with Peer Evaluation in Group Game Development Projects. An Exploratory Analysis of Student Experiences with Peer Evaluation in Group Game Development Projects.
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Charlie Smith, Sean Burns & Matthew Wilson. (2022) Socio-constructivist pedagogy in physical and virtual spaces: the impacts and opportunities on dialogic learning in creative disciplines. Architecture_MPS 22:1.
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Di Chang, Gwo-Jen Hwang, Shao-Chen Chang & Sheng-Yuan Wang. (2021) Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course. Educational Technology Research and Development 69:6, pages 3281-3306.
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Zachariah J. Beasley, Alon Friedman & Paul Rosen. (2021) Through the Looking Glass: Insights Into Visualization Pedagogy Through Sentiment Analysis of Peer Review Text. IEEE Computer Graphics and Applications 41:6, pages 59-70.
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Jiří Bečica & Roman Vavrek. (2021) A Qualitative Assessment of the Pedagogical Process at Czech Public Universities. Education Sciences 11:8, pages 389.
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Erkan Er, Cristina Villa-Torrano, Yannis Dimitriadis, Dragan Gasevic, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Eduardo Gómez-Sánchez & Alejandra Martínez Monés. (2021) Theory-based learning analytics to explore student engagement patterns in a peer review activity. Theory-based learning analytics to explore student engagement patterns in a peer review activity.
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Meng-Han Tsai. (2019) A Peer Review System for BIM Learning. Sustainability 11:20, pages 5747.
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Qing-Ke Fu, Chi-Jen Lin & Gwo-Jen Hwang. (2019) Research trends and applications of technology-supported peer assessment: a review of selected journal publications from 2007 to 2016. Journal of Computers in Education 6:2, pages 191-213.
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Chelsie L. RomuloArzo Raoufi, Kim Largen & J. Reid Schwebach. (2018) Using Peer Review to Improve Lab Report Assignments. The American Biology Teacher 80:4, pages 301-304.
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Wenxiao Zhang. (2017) Using classroom assessment to promote self-regulated learning and the factors influencing its (in)effectiveness. Frontiers of Education in China 12:2, pages 261-295.
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