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Innovations in Education and Teaching International Volume 57, 2020 - Issue 3
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Articles

A questionnaire to assess students’ beliefs about peer-feedback

Bart HuismanRegional Court of Audit (Randstedelijke Rekenkamer), Amsterdam, The NetherlandsCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3634-3729View further author information
ORCID Icon,
Nadira SaabLeiden University Graduate School of Teaching, Leiden University, Leiden, The NetherlandsORCID Iconhttps://orcid.org/0000-0003-0751-4277View further author information
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Jan Van DrielGraduate School of Education, The University of Melbourne, Melbourne, AustraliaORCID Iconhttps://orcid.org/0000-0002-8185-124XView further author information
ORCID Icon &
Paul Van Den BroekDepartment of Educational Science, Leiden University, Leiden, The NetherlandsORCID Iconhttps://orcid.org/0000-0001-9058-721XView further author information
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Pages 328-338 | Published online: 14 Jun 2019

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Read on this site (5)

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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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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Julia Kasch, Peter Van Rosmalen, Maartje Henderikx & Marco Kalz. (2022) The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. Assessment & Evaluation in Higher Education 47:1, pages 15-28.
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Marlies Schillings, Herma Roebertsen, Hans Savelberg, Anne van Dijk & Diana Dolmans. (2021) Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective. Higher Education Research & Development 40:5, pages 1100-1116.
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Julia Kasch, Peter van Rosmalen, Ansje Löhr, Roland Klemke, Alessandra Antonaci & Marco Kalz. (2021) Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education 42:1, pages 145-163.
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Articles from other publishers (9)

Tipaya Peungcharoenkun & Budi Waluyo. (2023) Implementing process-genre approach, feedback, and technology in L2 writing in higher education. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Wei-Yan Li, Kevin Kau & Yi-Jiun Shiung. (2023) Pedagogic Exploration Into Adapting Automated Writing Evaluation and Peer Review Integrated Feedback Into Large-Sized University Writing Classes. SAGE Open 13:4.
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Elisabeth Bauer, Martin Greisel, Ilia Kuznetsov, Markus Berndt, Ingo Kollar, Markus Dresel, Martin R. Fischer & Frank Fischer. (2023) Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda. British Journal of Educational Technology 54:5, pages 1222-1245.
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Ecenaz Alemdag. (2022) Development of Two Scales Measuring Task Value of Peer Feedback Provision and Reception for Pre-Service Teachers. Journal of Psychoeducational Assessment 41:1, pages 63-87.
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Viera Papcunová, Marek Dvořák, Roman Vavrek, Jarmila Mižičková, Petra Harasimová, Monika Víchová & Tomáš Váňa. (2023) Availability and Quality of School Facilities as a Determinant of Local Economic Development: The Slovak Experience. Economies 11:2, pages 35.
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Julia Kasch, Peter van Rosmalen & Marco Kalz. 2023. The Power of Peer Learning. The Power of Peer Learning 265 287 .
Indira N. Z. Day, Wilfried Admiraal & Nadira Saab. 2021. Student Retention and Success in Higher Education. Student Retention and Success in Higher Education 217 249 .
Hsin-Chueh Chen, Galena Pisoni & Hannie Gijlers. 2021. Educating Engineers for Future Industrial Revolutions. Educating Engineers for Future Industrial Revolutions 310 325 .
Mohammed Abdullatif Almulla. (2019) The Efficacy of Employing Problem-Based Learning (PBL) Approach as a Method of Facilitating Students’ Achievement. IEEE Access 7, pages 146480-146494.
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