Citations (35)
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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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Laura Cañadas. (2023) Contribution of formative assessment for developing teaching competences in teacher education. European Journal of Teacher Education 46:3, pages 516-532.
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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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Diana Pereira, Irene Cadime, Gavin Brown & Maria Assunção Flores. (2022) How do undergraduates perceive the use of assessment? A study in higher education. European Journal of Higher Education 12:1, pages 1-17.
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Ronan Bree, Colin Cooney, Moira Maguire, Peter Morris & Paula Mullen. (2019) An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution. Higher Education Pedagogies 4:1, pages 347-367.
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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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Sebastián G. Guzmán. (2018) Monte Carlo evaluations of methods of grade distribution in group projects: simpler is better. Assessment & Evaluation in Higher Education 43:6, pages 893-907.
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Linda Mary Hogg. (2018) Empowering students through peer assessment: interrogating complexities and challenges. Reflective Practice 19:3, pages 308-321.
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Diana Pereira, Maria Assunção Flores & Alexandra Barros. (2017) Perceptions of Portuguese undergraduate students about assessment: a study in five public universities. Educational Studies 43:4, pages 442-463.
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Soledad Torres-Guijarro & Mercedes Bengoechea. (2017) Gender differential in self-assessment: a fact neglected in higher education peer and self-assessment techniques. Higher Education Research & Development 36:5, pages 1072-1084.
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Articles from other publishers (24)
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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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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巍巍 刘. (2023) A Comparative Study of Peer Feedback and Teacher Feedback in the Context of ESP Teaching. Overseas English Testing: Pedagogy and Research 05:01, pages 72-80.
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Satu TuomainenSatu Tuomainen. 2023. Supporting Students through High-Quality Teaching. Supporting Students through High-Quality Teaching
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Teresa Michelle Pidduck & Nadia Bauer. (2021) Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort. Journal of Applied Research in Higher Education 14:4, pages 1480-1495.
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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, pages 146978742210967.
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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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Eleni Meletiadou. (2022) Learners' Perceptions of Peer Assessment. International Journal of Teacher Education and Professional Development 5:1, pages 1-14.
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Yun Lou, Kewei Guo, Xuanhui Liu, Pei Chen, Changyuan Yang & Lingyun Sun. 2022. Cross-Cultural Design. Interaction Design Across Cultures. Cross-Cultural Design. Interaction Design Across Cultures
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Yun Lou, Xuanhui Liu, Pei Chen, Kejun Zhang & Lingyun Sun. (2021) Gender bias in team-building activities in China. Gender in Management: An International Journal 36:7, pages 858-877.
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Yolanda Agudo-Arroyo & Javier Callejo-Gallego. (2021) Evaluating Assessment in MOOCs. Magis, Revista Internacional de Investigación en Educación 14, pages 1-27.
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Michael Rosander, Karin Forslund Frykedal & Eva Hammar Chiriac. (2020) Attitudes towards being assessed in group work: The effects of self‐efficacy and collective efficacy moderated by a short educational intervention. Psychology in the Schools 57:9, pages 1404-1416.
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Sanja Candrlic. (2020) Different Perspectives on Students’ Presentation Skills: Teacher, Peer, Team And Self-Assessment. Different Perspectives on Students’ Presentation Skills: Teacher, Peer, Team And Self-Assessment.
Lifang Qiao, Zhengyou Wang, Sanqing Bao & Yanhui Xia. (2019) Analysis and reflection on peer assessment results based on short play of game theory. International Journal of System Assurance Engineering and Management 11:4, pages 780-784.
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Brett Vaughan, Sandra Grace & Jacqui Yoxall. (2019) Developing teamwork skills in pre-registration osteopathy education: A qualitative pilot investigation. International Journal of Osteopathic Medicine 33-34, pages 46-51.
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Floris M. van Blankenstein, Gabriela-Olivia Truțescu, Roeland M. van der Rijst & Nadira Saab. (2019) Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study. Instructional Science 47:3, pages 299-318.
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A. Aranzabal, E. Epelde & M. Artetxe. (2019) Monitoring questionnaires to ensure positive interdependence and individual accountability in a chemical process synthesis following collaborative PBL approach. Education for Chemical Engineers 26, pages 58-66.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2018) Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation 56, pages 164-181.
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Matthew VanSchenkhof, Matthew Houseworth, Mary McCord & Jessica Lannin. (2018) Peer evaluations within experiential pedagogy: Fairness, objectivity, retaliation safeguarding, constructive feedback, and experiential learning as part of peer assessment. The International Journal of Management Education 16:1, pages 92-104.
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Guan-Yu Lin. (2018) Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system. Computers & Education 116, pages 81-92.
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Ernesto Panadero & Gavin T. L. Brown. (2016) Teachers’ reasons for using peer assessment: positive experience predicts use. European Journal of Psychology of Education 32:1, pages 133-156.
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Ozdemir Serpil. (2016) The opinions of prospective teachers on peer assessment. Educational Research and Reviews 11:20, pages 1859-1870.
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Amelia Swift, Nikolaos Efstathiou & Paula Lameu. (2016) Is LabTutor a helpful component of the blended learning approach to biosciences?. Journal of Clinical Nursing 25:17-18, pages 2683-2693.
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Rajiv S. Jhangiani. (2016) The Impact of Participating in a Peer Assessment Activity on Subsequent Academic Performance. Teaching of Psychology 43:3, pages 180-186.
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