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Citations (25)
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Read on this site (15)
Ying Zhan. (2024) Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education 29:4, pages 823-840.
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Jianwu Gao & Wenting Chen. (2024) Developing culturally-situated student feedback literacy through multi-peer feedback giving: an online community-based approach. Language Awareness 0:0, pages 1-24.
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Jingjing Shao, Lu Cheng, Yansu Wang, Keru Li & Yanyan Li. (2023) How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content. Interactive Learning Environments 0:0, pages 1-20.
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Ying Zhan. (2023) What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives. Assessment & Evaluation in Higher Education 48:5, pages 686-700.
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Lu Cheng, Yanyan Li, You Su & Lei Gao. (2023) Effect of regulation scripts for dialogic peer assessment on feedback quality, critical thinking and climate of trust. Assessment & Evaluation in Higher Education 48:4, pages 451-463.
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Wei Su. (2023) Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback. Assessment & Evaluation in Higher Education 48:4, pages 502-512.
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Ying Zhan. (2023) Beyond technology: factors influencing the effects of teachers’ audio feedback on students’ project-based learning. Technology, Pedagogy and Education 32:1, pages 91-103.
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Wei Su & Axian Huang. (2022) Rather to receive praise than criticism? Understanding students’ perceptions of feedback valences in academic writing. Innovations in Education and Teaching International 0:0, pages 1-10.
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Ying Zhan. (2022) Developing and validating a student feedback literacy scale. Assessment & Evaluation in Higher Education 47:7, pages 1087-1100.
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Yi-Chin Hsieh & Christopher Hill. (2022) Reconceptualizing the value of peer and instructor feedback using a sequential structure. Assessment & Evaluation in Higher Education 47:7, pages 1043-1056.
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Ying Zhan. (2021) What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Assessment & Evaluation in Higher Education 46:4, pages 615-630.
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Qiang Guo & Yueting Xu. (2021) Formative assessment use in university EFL writing instruction: a survey report from China. Asia Pacific Journal of Education 41:2, pages 221-237.
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Charlotte E. Rees, Corinne Davis, Olivia A. King, Allie Clemans, Paul E.S. Crampton, Nicky Jacobs, Tui McKeown, Julia Morphet & Kate Seear. (2020) Power and resistance in feedback during work-integrated learning: contesting traditional student-supervisor asymmetries. Assessment & Evaluation in Higher Education 45:8, pages 1136-1154.
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Ying Zhan. (2020) Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their college English course. Higher Education Research & Development 39:5, pages 1055-1069.
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David Carless. (2020) Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships. Higher Education Research & Development 39:3, pages 425-438.
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Articles from other publishers (10)
Ying Zhan, Zhi Hong Wan, Junjun Chen & Mi Wang. (2023) How is Student Resilience Affected by Teacher Feedback, Teacher Support, and Achievement Goals? A Mediation Model Based on PISA 2018 Survey Data. The Asia-Pacific Education Researcher 33:3, pages 671-682.
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Ingrid Rachel Strand, Unni Knutstad, Anton Havnes & Mette Sagbakken. (2024) Addressing a Critical Voice in Clinical Practice: Experiences of Nursing Students, Teachers, and Supervisors—A Qualitative Study. Nursing Reports 14:2, pages 788-800.
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Cecilia Guanfang Zhao & Qi Qi. (2022)
Implementing Learning‐Oriented Assessment (
LOA
) Among Limited‐Proficiency
EFL
Students: Challenges, Strategies, and Students' Reactions
. TESOL Quarterly 57:2, pages 566-594.
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Zeng Xiaomeng & Latha Ravindran. (2023) USING TEACHER-STUDENT COLLABORATIVE ASSESSMENT TO DEVELOP CHINESE EFL LEARNERS’ WRITING. Journal of Language and Communication 10:1, pages 79-100.
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Ying Zhan, John Chi-Kin Lee & Zhi Hong Wan. (2022) Who perceives more value of teacher feedback? Exploring the roles of college students’ possible second language selves and language learning strategies. Language Testing in Asia 12:1.
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Shasha Lu, Liying Cheng & Saad Chahine. (2022) Chinese university students’ conceptions of feedback and the relationships with self-regulated learning, self-efficacy, and English language achievement. Frontiers in Psychology 13.
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Yunshan Chen, Xiaoran Li & Yanyan Li. (2022) Exploring the relationship between individual characteristics and argumentative discourse styles: the role of achievement goals and personality traits. Disciplinary and Interdisciplinary Science Education Research 4:1.
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Yasemin Karal & Rabia Özdemir Sarıalioğlu. (2022) The development of student feedback literacy through peer feedback in the online learning environment. European Journal of Open, Distance and E-Learning 24:1, pages 36-52.
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Sabita Menon & Rosemary K. Clyne. (2022) Uptake of formative feedback: perspective from a transnational education cohort. Essays in Biochemistry 66:1, pages 75-81.
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Thinh Ngoc Pham, Mei Lin, Vu Quang Trinh & Lien Thi Phuong Bui. (2020) Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context. SAGE Open 10:1, pages 215824402091455.
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