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Teaching in Higher Education
Critical Perspectives
Volume 29, 2024 - Issue 4
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Articles

Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives

Ying ZhanDepartment of Curriculum and Instruction, Assessment Research Centre, The Education University of Hong Kong, Tai Po, Hong Kong, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2362-2887View further author information
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Pages 823-840 | Received 10 Aug 2021, Accepted 16 Dec 2021, Published online: 29 Dec 2021

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Read on this site (3)

Zhe Dong, Ying Gao & Christian D. Schunn. (2023) Assessing students’ peer feedback literacy in writing: scale development and validation. Assessment & Evaluation in Higher Education 48:8, pages 1103-1118.
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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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Qianru Lyu, Wenli Chen, Junzhu Su & Kok Hui John Gerard Heng. Steps to implementation: the role of peer feedback inner structure on feedback implementation. Assessment & Evaluation in Higher Education 0:0, pages 1-14.
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Articles from other publishers (3)

Ying Zhan. (2023) Feedback Literacy of Teacher Candidates: Roles of Assessment Course Learning Experience and Motivations for Becoming a Teacher. The Asia-Pacific Education Researcher.
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Juuso Henrik Nieminen & David Carless. (2022) Feedback literacy: a critical review of an emerging concept. Higher Education 85:6, pages 1381-1400.
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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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