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Miriam Hansen & Julia Mendzheritskaya. (2024) Reflecting team – a structured method for peer reflection on challenges in teaching. Reflective Practice 25:2, pages 164-177.
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Ernesto Panadero, Maryam Alqassab, Javier Fernández Ruiz & Jose Carlos Ocampo. (2023) A systematic review on peer assessment: intrapersonal and interpersonal factors. Assessment & Evaluation in Higher Education 48:8, pages 1053-1075.
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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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Omid Noroozi. (2023) The role of students’ epistemic beliefs for their argumentation performance in higher education. Innovations in Education and Teaching International 60:4, pages 501-512.
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Jason Richard Power & David Tanner. (2023) Peer assessment, self-assessment, and resultant feedback: an examination of feasibility and reliability. European Journal of Engineering Education 48:4, pages 615-628.
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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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Kuang-yun Ting. (2023) Students’ perspective toward anonymous peer feedback in online writing classes. Interactive Learning Environments 0:0, pages 1-11.
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Choo Mui Cheong, Na Luo, Xinhua Zhu, Qi Lu & Wei Wei. (2023) Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education 48:1, pages 135-148.
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Yu-Ren Lin. (2022) The influence of students’ position on argumentation learning through online and face-to-face environments. International Journal of Science Education 44:17, pages 2632-2657.
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Lu Sha, Xiangling Wang, Shuya Ma & Thomas Anthony Mortimer. (2022) Investigating the effectiveness of anonymous online peer feedback in translation technology teaching. The Interpreter and Translator Trainer 16:3, pages 325-347.
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James Wood. (2022) Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy. Assessment & Evaluation in Higher Education 47:3, pages 327-346.
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M. C. Iglesias Pérez, J. Vidal-Puga & M. R. Pino Juste. (2022) The role of self and peer assessment in Higher Education. Studies in Higher Education 47:3, pages 683-692.
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Lidon Moliner & Francisco Alegre. (2022) Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. European Journal of Teacher Education 45:1, pages 93-112.
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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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María Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez & David Boud. (2021) The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education 46:6, pages 943-955.
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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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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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Jacklin H. Stonewall, Michael C. Dorneich & Jane Rongerude. Training to increase student perceptions of fairness in peer assessment. Assessment & Evaluation in Higher Education 0:0, pages 1-17.
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Beatriz Ortega-Ruipérez & José Miguel Correa-Gorospe. (2024) Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design. Frontiers in Education 9.
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Jia-Hua Zhao, Zeng-Wen Chen & Qi-Fan Yang. (2024) I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students. System 121, pages 103213.
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M Parvez Rashid, Edward Gehringer & Hassan Khosravi. (2024) Navigating (Dis)agreement: AI Assistance to Uncover Peer Feedback Discrepancies. Navigating (Dis)agreement: AI Assistance to Uncover Peer Feedback Discrepancies.
Brian A. Vander Schee, Tony Stovall & Demetra Andrews. (2022) Using cross-course peer grading with content expertise, anonymity, and perceived justice. Active Learning in Higher Education 25:1, pages 101-114.
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Shulin Yu. 2024. Peer Assessment in Writing Instruction. Peer Assessment in Writing Instruction.
Faria Nassiri-Mofakham, Fatemeh Hassanvand & Niloofar Mojoodi. (2024) Implementing Double-Blind Peer Assessment in Virtual Classroom. Implementing Double-Blind Peer Assessment in Virtual Classroom.
Irene Hou, Sophia Mettille, Owen Man, Zhuo Li, Cynthia Zastudil & Stephen MacNeil. (2024) The Effects of Generative AI on Computing Students’ Help-Seeking Preferences. The Effects of Generative AI on Computing Students’ Help-Seeking Preferences.
Emilio Ortega, Belén Martín & Sergio González-Ávila. (2024) Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis. Education Sciences 14:1, pages 98.
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Yu-Chen Kuo & Po-Jung Chang. (2023) Flipped classroom combined with WPACQ learning mode on student learning effect - exemplified by program design courses. Education and Information Technologies.
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Zheng Zong, Christian D. Schunn & Yanqing Wang. (2023) When do students provide more peer feedback? The roles of performance and prior feedback experiences. Instructional Science 51:6, pages 977-1003.
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Samuel P. León, Ernesto Panadero & Inmaculada García-Martínez. (2023) How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy. Educational Psychology Review 35:4.
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Xiaoying Gao & Gavin T. L. Brown. (2023) The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education. Education Sciences 13:11, pages 1090.
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K. Mani, K. Shah, N. Kadom, D. Seidenwurm & A.J. Nemeth. (2023) Peer Learning in Neuroradiology: Not as Easy as It Sounds. American Journal of Neuroradiology 44:10, pages 1109-1115.
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Mariano Velamazán, Patricia Santos, Davinia Hernández-Leo & Lluís Vicent. (2023) User anonymity versus identification in computer-supported collaborative learning: Comparing learners' preferences and behaviors. Computers & Education 203, pages 104848.
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Camillia Matuk, Lucy Yetman-Michaelson, Rebecca Martin, Veena Vasudevan, Kim Burgas, Ido Davidesco, Yury Shevchenko, Kim Chaloner & Suzanne Dikker. (2023) Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research. Instructional Science 51:5, pages 793-845.
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Chen-Chen Liu, Shi-Jie Liu, Gwo-Jen Hwang, Yun-Fang Tu, Youmei Wang & Naini Wang. (2023) Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach. Education and Information Technologies 28:10, pages 13027-13052.
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Ekaterina Vitalievna Zarutckaia. (2023) Determining the effectiveness of peer feedback in foreign language teaching from the perspective of a student receiving feedback. Pedagogy. Theory & Practice Педагогика. Вопросы теории и практики Pedagogy. Issues of Theory and Practice Pedagogy. Theory and Practice 8:9, pages 960-966.
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Hoang Yen Phuong, Quoc Toan Phan & Thanh Thao Le. (2023) The effects of using analytical rubrics in peer and self-assessment on EFL students’ writing proficiency: a Vietnamese contextual study. Language Testing in Asia 13:1.
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Fu-Yun Yu, Yu-Hsin Liu & Kristine Liu. (2023) Online peer-assessment quality control: A proactive measure, validation study, and sensitivity analysis. Studies in Educational Evaluation 78, pages 101279.
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Tom Gorham, Rwitajit Majumdar & Hiroaki Ogata. (2023) Analyzing learner profiles in a microlearning app for training language learning peer feedback skills. Journal of Computers in Education 10:3, pages 549-574.
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Ying Zhan, Zi Yan, Zhi Hong Wan, Xiang Wang, Ye Zeng, Min Yang & Lan Yang. (2023) Effects of online peer assessment on higher‐order thinking: A meta‐analysis. British Journal of Educational Technology 54:4, pages 817-835.
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Zach Thompson, Hyunsun Yoon & Paul Booth. (2023) Dispersed assessment: A novel approach to enhancing student engagement during and beyond Covid-19. The International Journal of Management Education 21:2, pages 100811.
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Yi Zhang & Christian D. Schunn. (2023) Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments. Contemporary Educational Psychology 74, pages 102210.
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Morgane Senden, Dominique De Jaeger & Liesje Coertjens. (2023) Safe and sound: examining the effect of a training targeting psychological safety and trust in peer assessment. Frontiers in Education 8.
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Neha Raikar & Nilanjan Banerjee. (2023) Board 56: Using anonymous grading for high-stakes assessments to reduce performance discrepancies across student demographics. Board 56: Using anonymous grading for high-stakes assessments to reduce performance discrepancies across student demographics.
Yuru Lin, Yi Zhang, Yuqin Yang, Yijie Lu, Pinghong Zhou & Yichi Wang. (2023) “Free selection and invitation” online peer assessment of undergraduates’ research competencies, flow, motivation and interaction in a research methods course. Journal of Computing in Higher Education.
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Maricela Pinargote-Ortega, Lorena Bowen-Mendoza, Jaime Meza & Sebastián Ventura. (2023) Sentiment Analysis Techniques for Peer Feedback: A Review. Sentiment Analysis Techniques for Peer Feedback: A Review.
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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Keith James Topping. (2023) Advantages and Disadvantages of Online and Face-to-Face Peer Learning in Higher Education: A Review. Education Sciences 13:4, pages 326.
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Maryam Alqassab, Jan-Willem Strijbos, Ernesto Panadero, Javier Fernández Ruiz, Matthijs Warrens & Jessica To. (2023) A Systematic Review of Peer Assessment Design Elements. Educational Psychology Review 35:1.
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Georgeta Ion, Anna Díaz-Vicario & Cristina Mercader. (2023) Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment. Active Learning in Higher Education, pages 146978742311548.
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Daniel Ríos Muñoz & David Herrera Araya. (2023) Retroalimentación docente y autoevaluación de los estudiantes en educación superior: innovación evaluativa en la formación inicial de profesores de educación primaria. Revista Brasileira de Educação 28.
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Gitte Van Helden, Vivian Van Der Werf, Gillian N. Saunders-Smits & Marcus M. Specht. (2023) The Use of Digital Peer Assessment in Higher Education—An Umbrella Review of Literature. IEEE Access 11, pages 22948-22960.
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Eleonora Concina. (2022) The Relationship between Self- and Peer Assessment in Higher Education: A Systematic Review. Trends in Higher Education 1:1, pages 41-55.
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