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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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Fu-Yun Yu & Chih-Wei Kuo. (2024) A systematic review of published student question-generation systems: Supporting functionalities and design features. Journal of Research on Technology in Education 56:2, pages 172-195.
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Xinquan Jin, Qiang Jiang, Weiyan Xiong, Yanan Feng & Wei Zhao. (2024) Effects of student engagement in peer feedback on writing performance in higher education. Interactive Learning Environments 32:1, pages 128-143.
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Natalie Usher. (2024) Self-regulating writers’ uses and non-uses of peer feedback. Assessment & Evaluation in Higher Education 49:1, pages 53-65.
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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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Kenneth J. Chapman & Matthew L. Meuter. (2023) The influence and mitigation of bad apples on group dynamics and outcomes. Journal of Education for Business 98:7, pages 387-394.
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Mo Li, Shulin Yu, Pauline Mak & Chunhong Liu. (2023) Exploring the efficacy of peer assessment in university translation classrooms. The Interpreter and Translator Trainer 17:4, pages 585-609.
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Stephen A. Coetzee, Astrid Schmulian & Cecile Janse van Rensburg. (2023) The use of mobile instant messaging for peer feedback in online assessments for learning. Accounting Education 32:5, pages 563-577.
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Jose Carlos G. Ocampo, Ernesto Panadero & Fernando Díez. (2023) Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment. Assessment & Evaluation in Higher Education 48:6, pages 760-776.
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Xiuyan Guo, Jin Liu, Hengtao Tang, Ruiqin Gao, Qu Chen, Terry Wolfer & Aisha Haynes. (2023) Development and validation of the peer assessment motivation scale (PAMS) in higher education. Studies in Higher Education 48:8, pages 1243-1257.
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Jamie Costley, Han Zhang, Matthew Courtney, Galina Shulgina, Matthew Baldwin & Mik Fanguy. (2023) Peer editing using shared online documents: the effects of comments and track changes on student L2 academic writing quality. Computer Assisted Language Learning 0:0, pages 1-27.
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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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Christopher Culver. (2023) Learning as a peer assessor: evaluating peer-assessment strategies. Assessment & Evaluation in Higher Education 48:5, pages 581-597.
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Keith James Topping. (2023) Digital peer assessment in school teacher education and development: a systematic review. Research Papers in Education 38:3, pages 472-498.
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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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Kim-Daniel Vattøy & Siv M. Gamlem. (2023) Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Natalie Colson, Mary-Ann Shuker & Louise Maddock. (2022) Switching on the creativity gene: a co-creation assessment initiative in a large first year genetics course. Assessment & Evaluation in Higher Education 47:8, pages 1149-1166.
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Elizabeth R. Uhl, Tatiana H. Toumbeva, Ashley H. Wittig, Frederick Diedrich, Scott Flanagan, Ronelle L. Koschny & Jacqueline M. Kirshenbaum. (2022) Predictors of peer assessment in junior leader training. Military Psychology 34:6, pages 657-667.
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Rabeya Khatoon & Elinor Jones. (2022) Flipped small group classes and peer marking: incentives, student participation and performance in a quasi-experimental approach. Assessment & Evaluation in Higher Education 47:6, pages 910-927.
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Juan Ramón Rico-Juan, Cristina Cachero & Hermenegilda Macià. (2022) Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study. Assessment & Evaluation in Higher Education 47:4, pages 570-587.
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Liwei Chen, Susan Howitt, Denise Higgins & Sara Murray. (2022) Students’ use of evaluative judgement in an online peer learning community. Assessment & Evaluation in Higher Education 47:4, pages 493-506.
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Indira N. Z. Day, Nadira Saab & Wilfried Admiraal. (2022) Online peer feedback on video presentations: type of feedback and improvement of presentation skills. Assessment & Evaluation in Higher Education 47:2, pages 183-197.
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Rafi’ Safadi. (2022) Supporting student learning from diagnosing erroneous examples when contrasting them with worked examples in the physics classroom. International Journal of Science Education 44:2, pages 245-270.
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Julia S. Fuller, Laurie Brantley-Dias, Anissa Lokey-Vega & Lee Woodham Langub. (2021) Learner perceptions: gauging the effectiveness of instructional strategies implemented in one university’s inaugural MOOC. Open Learning: The Journal of Open, Distance and e-Learning 0:0, pages 1-20.
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Brian A. Vander Schee & Tim Dugan Birrittella. (2021) Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness. Marketing Education Review 31:4, pages 275-283.
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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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Megan Biango-Daniels & Mark Sarvary. (2021) A challenge in teaching scientific communication: academic experience does not improve undergraduates’ ability to assess their or their peers’ writing. Assessment & Evaluation in Higher Education 46:5, pages 809-820.
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Hongli Li, Jacquelyn A. Bialo, Yao Xiong, Charles Vincent Hunter & Xiuyan Guo. (2021) The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis. Applied Measurement in Education 34:3, pages 179-203.
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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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Martijn Leenknecht, Lisette Wijnia, Martine Köhlen, Luke Fryer, Remy Rikers & Sofie Loyens. (2021) Formative assessment as practice: the role of students’ motivation. Assessment & Evaluation in Higher Education 46:2, pages 236-255.
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Jiandong Wang, Ruiqin Gao, Xiuyan Guo & Jin Liu. (2020) Factors associated with students’ attitude change in online peer assessment – a mixed methods study in a graduate-level course. Assessment & Evaluation in Higher Education 45:5, pages 714-727.
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Lanqin Zheng, Xuan Zhang & Panpan Cui. (2020) The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis. Assessment & Evaluation in Higher Education 45:3, pages 372-386.
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Klara Bolander Laksov, Rajna Knez, Steinn Steingrimsson, Samir El Alaoui & Karolina Sörman. Beyond theoretical courses – A study of Swedish psychiatric residents’ collegial learning through conversations in the workplace. Nordic Journal of Psychiatry 0:0, pages 1-8.
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