Citations (96)
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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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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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Oluseyi Oluseun Adesina, Olufunbi Alaba Adesina, Ismail Adelopo & Godfred Adjappong Afrifa. (2023) Managing group work: the impact of peer assessment on student engagement. Accounting Education 32:1, pages 90-113.
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Zi-Gang Ge. (2022) Exploring the effect of video feedback from unknown peers on e-learners’ English-Chinese translation performance. Computer Assisted Language Learning 35:1-2, pages 169-189.
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Zheng Zong, Yanqing Wang & Christian Dieter Schunn. (2021) Why students want to provide feedback to their peers: Drivers of feedback quantity and variation by type of course. Journal of Psychology in Africa 31:4, pages 336-343.
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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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Monika Bader, Tony Burner, Sarah Hoem Iversen & Zoltan Varga. (2019) Student perspectives on formative feedback as part of writing portfolios. Assessment & Evaluation in Higher Education 44:7, pages 1017-1028.
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Dominique-Esther Seroussi, Rakefet Sharon, Yehuda Peled & Yosi Yaffe. (2019) Reflections on peer feedback in disciplinary courses as a tool in pre-service teacher training. Cambridge Journal of Education 49:5, pages 655-671.
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Marelize Malan & Nerine Stegmann. (2018) Accounting students’ experiences of peer assessment: A tool to develop lifelong learning. South African Journal of Accounting Research 32:2-3, pages 205-224.
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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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Daniel Reinholz. (2016) The assessment cycle: a model for learning through peer assessment. Assessment & Evaluation in Higher Education 41:2, pages 301-315.
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Parviz Birjandi & Masood Siyyari. (2016) Agreeableness and Conscientiousness as predictors of university students’ self/peer-assessment rating error. Irish Educational Studies 35:1, pages 117-135.
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Daniel Jeffery, Krassimir Yankulov, Alison Crerar & Kerry Ritchie. (2016) How to achieve accurate peer assessment for high value written assignments in a senior undergraduate course. Assessment & Evaluation in Higher Education 41:1, pages 127-140.
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Stuart Ian Boon. (2015) The role of training in improving peer assessment skills amongst year six pupils in primary school writing: an action research enquiry. Education 3-13 43:6, pages 666-682.
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Scott Ashton & Randall S. Davies. (2015) Using scaffolded rubrics to improve peer assessment in a MOOC writing course. Distance Education 36:3, pages 312-334.
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Roger Barnard, Rosemary de Luca & Jinrui Li. (2015) First-year undergraduate students’ perceptions of lecturer and peer feedback: a New Zealand action research project. Studies in Higher Education 40:5, pages 933-944.
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Kun-Hung Cheng & Huei-Tse Hou. (2015) Exploring students’ behavioural patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis. Technology, Pedagogy and Education 24:2, pages 171-188.
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Annelies Raes, Ellen Vanderhoven & Tammy Schellens. (2015) Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education. Studies in Higher Education 40:1, pages 178-193.
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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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Beth J. Patton & Melissa Marty-Snyder. (2014) Practical Applications for Using Peer Assessment in Physical Education Teacher Education Field Experiences. Strategies 27:6, pages 25-31.
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Kun-Hung Cheng, Huei-Tse Hou & Sheng-Yi Wu. (2014) Exploring students’ emotional responses and participation in an online peer assessment activity: a case study. Interactive Learning Environments 22:3, pages 271-287.
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Omaima A. G. Hassan, Alison Fox & Gwen Hannah. (2014) Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline. Accounting Education 23:3, pages 225-243.
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Paula Hodgson, Kitty Chan & Justina Liu. (2014) Outcomes of synergetic peer assessment: first-year experience. Assessment & Evaluation in Higher Education 39:2, pages 168-178.
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Chloe Patton. (2012) ‘Some kind of weird, evil experiment’: student perceptions of peer assessment. Assessment & Evaluation in Higher Education 37:6, pages 719-731.
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Fatma Sasmaz Oren. (2012) The effects of gender and previous experience on the approach of self and peer assessment: a case from Turkey. Innovations in Education and Teaching International 49:2, pages 123-133.
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Michael
T. Buchanan & Julian Stern. (2012) Pre-service teachers’ perceptions of the benefits of peer review. Journal of Education for Teaching 38:1, pages 37-49.
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MichaelT. Buchanan. (2011) Peer Reviewing Preservice Teachers of Christian Higher Education. Christian Higher Education 10:5, pages 464-481.
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Edmond Alkaslassy. (2011) How often do students working in two‐person teams report that work was shared equitably?. Assessment & Evaluation in Higher Education 36:3, pages 367-375.
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Paula Hodgson & Dora Wong. (2011) Developing professional skills in journalism through blogs. Assessment & Evaluation in Higher Education 36:2, pages 197-211.
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Sarah Gielen, Filip Dochy & Patrick Onghena. (2011) An inventory of peer assessment diversity. Assessment & Evaluation in Higher Education 36:2, pages 137-155.
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Mark Pulman. (2010) Assessing personal attributes in the group rehearsal. Music Education Research 12:4, pages 395-414.
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Ali Al-Barakat & Omayya Al-Hassan. (2009) Peer assessment as a learning tool for enhancing student teachers' preparation. Asia-Pacific Journal of Teacher Education 37:4, pages 399-413.
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Jennifer Seddon. (2008) Vets and videos: student learning from context‐based assessment in a pre‐clinical science course. Assessment & Evaluation in Higher Education 33:5, pages 559-566.
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Victor Forrester & Marina Wong. (2008) Curriculum reform in the Hong Kong primary classroom: what gives?. Music Education Research 10:2, pages 271-284.
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Meichun Lydia Wen, Chin‐Chung Tsai & Chun‐Yen Chang. (2006) Attitudes towards peer assessment: a comparison of the perspectives of pre‐service and in‐service teachers. Innovations in Education and Teaching International 43:1, pages 83-92.
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A. W. Evans
, C. McKenna & M. Oliver. (2005) Trainees' perspectives on the assessment and self‐assessment of surgical skills. Assessment & Evaluation in Higher Education 30:2, pages 163-174.
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Nigel K. Ll. Pope
. (2005) The impact of stress in self‐ and peer assessment. Assessment & Evaluation in Higher Education 30:1, pages 51-63.
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Deanna D. Sellnow
& Kristen P. Treinen. (2004) The role of gender in perceived speaker competence: an analysis of student peer critiques. Communication Education 53:3, pages 286-296.
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Samaher Nama & Michal Ayalon. (2023) Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies. Journal of Mathematics Teacher Education.
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Dominique-Esther Seroussi, Yehuda Peled, Rakefet Sharon, Nathan Rothschild, Osnat Halperin Barlev, Eyal Weissblueth & Gal Harpaz. (2023) ‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback. Education Sciences 13:7, pages 654.
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Osman ÇİL. (2022) Preservice Elementary Teachers’ Perspectives Around the Peer Assessment Process During an Academic Poster SessionSınıf Öğretmeni Adaylarının Akademik Poster Sunumu Sırasındaki Akran Değerlendirme Sürecine Yönelik Görüşleri. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8:1, pages 317-334.
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Michal Ayalon & Karina J. Wilkie. (2020) Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment. Journal of Mathematics Teacher Education 24:4, pages 399-426.
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Ya‐Ching Fan, Tzu‐Hua Wang & Kuo‐Hua Wang. (2020) Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability. Journal of Computer Assisted Learning 36:4, pages 526-539.
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Kit S. Double, Joshua A. McGrane & Therese N. Hopfenbeck. (2019) The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Educational Psychology Review 32:2, pages 481-509.
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