Citations (28)
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Read on this site (12)
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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Natalie Usher. (2023) Self-regulating writers’ uses and non-uses of peer feedback. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Martina van Heerden & Sharita Bharuthram. (2021) Knowing me, knowing you: the effects of peer familiarity on receiving peer feedback for undergraduate student writers. Assessment & Evaluation in Higher Education 46:8, pages 1191-1201.
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Wei Wei, Yilin Sun & Xiaoshu Xu. (2021) Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback. Assessment & Evaluation in Higher Education 46:7, pages 1092-1103.
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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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Ying Gao, Christian Dieter D. Schunn & Qiuying Yu. (2019) The alignment of written peer feedback with draft problems and its impact on revision in peer assessment. Assessment & Evaluation in Higher Education 44:2, pages 294-308.
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Scott R. Bartholomew, Liwei Zhang, Esteban Garcia Bravo & Greg J. Strimel. (2019) A Tool for Formative Assessment and Learning in a Graphics Design Course: Adaptive Comparative Judgement. The Design Journal 22:1, pages 73-95.
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Shu-Chen Huang. (2018) A GEARed peer feedback model and implications for learning facilitation. Assessment & Evaluation in Higher Education 43:7, pages 1194-1210.
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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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Wei Wei & Xie Yanmei. (2018) University teachers’ reflections on the reasons behind their changing feedback practice. Assessment & Evaluation in Higher Education 43:6, pages 867-879.
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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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Daniel Reinholz. (2017) Peer conferences in calculus: the impact of systematic training. Assessment & Evaluation in Higher Education 42:1, pages 1-17.
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Articles from other publishers (16)
Qiuchen Yu & Christian D. Schunn. (2023) Understanding the what and when of peer feedback benefits for performance and transfer. Computers in Human Behavior 147, pages 107857.
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Wenjing He & Ying Gao. (2023) Explicating peer feedback quality and its impact on feedback implementation in EFL writing. Frontiers in Psychology 14.
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Andrea Gaspar Cámara, María Jesús Fernández Sánchez & Susana Sánchez Herrera. (2023) Percepción del alumnado universitario sobre la evaluación por pares en tareas de escritura. Revista Complutense de Educación 34:3, pages 541-554.
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Markus Berndt, Jan-Willem Strijbos & Frank Fischer. (2022) Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing. Studies in Educational Evaluation 75, pages 101197.
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Ecenaz Alemdag & Zahide Yildirim. (2022) Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study. Computers & Education 188, pages 104574.
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Gunilla Öberg, Alice Campbell, Joanne Fox, Marcia Graves, Tara Ivanochko, Linda Matsuchi, Isobel Mouat & Ashley Welsh. (2021) Teaching Science as a Process, Not a Set of Facts. Science & Education 31:3, pages 787-817.
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Scott R. Bartholomew, Nathan Mentzer, Matthew Jones, Derek Sherman & Sweta Baniya. (2020) Learning by evaluating (LbE) through adaptive comparative judgment. International Journal of Technology and Design Education 32:2, pages 1191-1205.
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Anika Bürgermeister, Inga Glogger-Frey & Henrik Saalbach. (2021) Supporting Peer Feedback on Learning Strategies: Effects on Self-Efficacy and Feedback Quality. Psychology Learning & Teaching 20:3, pages 383-404.
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Dayane Daou, Ramzi Sabra & Nathalie K. Zgheib. (2020) Factors That Determine the Perceived Effectiveness of Peer Feedback in Collaborative Learning: a Mixed Methods Design. Medical Science Educator 30:3, pages 1145-1156.
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Kathryn Haughney, Shawnee Wakeman & Laura Hart. (2020) Quality of Feedback in Higher Education: A Review of Literature. Education Sciences 10:3, pages 60.
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Susanne Jurkowski. (2018) Do question prompts support students in working with peer feedback?. International Journal of Educational Research 92, pages 1-9.
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Michiel Voet, Mario Gielen, Ruth Boelens & Bram De Wever. (2017) Using feedback requests to actively involve assessees in peer assessment: effects on the assessor’s feedback content and assessee’s agreement with feedback. European Journal of Psychology of Education 33:1, pages 145-164.
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Olia E. Tsivitanidou, Costas P. Constantinou, Peter Labudde, Silke Rönnebeck & Mathias Ropohl. (2017) Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning. European Journal of Psychology of Education 33:1, pages 51-73.
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Gwyneth Hughes. 2017. Ipsative Assessment and Personal Learning Gain. Ipsative Assessment and Personal Learning Gain
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Uwe Maier, Nicole Wolf & Christoph Randler. (2016) Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types. Computers & Education 95, pages 85-98.
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Mario Gielen & Bram De Wever. (2015) Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content. Computers in Human Behavior 52, pages 315-325.
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