References
- Ajjawi, R., and D. Boud. 2017. “Researching Feedback Dialogue: An Interactional Analysis Approach.” Assessment & Evaluation in Higher Education 42 (2): 252–265. doi:https://doi.org/10.1080/02602938.2015.1102863.
- Andrade, H. L. 2018. “Feedback in the Context of Self-Assessment.” In The Cambridge Handbook of Instructional Feedback, edited by A.A. Lipnevich and J.K. Smith, 376–408. Cambridge: Cambridge University Press.
- Askell-Williams, H., and M. J. Lawson. 2005. “Students’ Knowledge about the Value of Discussions for Teaching and Learning.” Social Psychology of Education 8 (1): 83–115. doi:https://doi.org/10.1007/s11218-004-5489-2.
- Bisra, Kiran, Qing Liu, John C. Nesbit, Farimah Salimi, and Philip H. Winne. 2018. “Inducing Self-Explanation: A Meta-Analysis.” Educational Psychology Review 30 (3): 703–725. doi:https://doi.org/10.1007/s10648-018-9434-x.
- Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:https://doi.org/10.1191/1478088706qp063oa.
- Butler, D. L., and P. H. Winne. 1995. “Feedback and Self-Regulated Learning: A Theoretical Synthesis.” Review of Educational Research 65 (3): 245–281. doi:https://doi.org/10.3102/00346543065003245.
- Chiu, J. L., and M. T. H. Chi. 2014. “Supporting Self-Explanation in the Classroom.” In Applying Science of Learning in Education: Infusing Psychological Science into the Curriculum, edited by V. A. Benassi, C. E. Overson, and C. M. Hakala, 91–103. Society for the Teaching of Psychology. http://teachpsych.org/ebooks/asle2014/index.php
- Cho, Y. H., and K. Cho. 2011. “Peer Reviewers Learn from Giving Comments.” Instructional Science 39 (5): 629–643. doi:https://doi.org/10.1007/s11251-010-9146-1.
- Cortright, R. N., H. L. Collins, D. W. Rodenbaugh, and S. E. Dicarlo. 2003. “Student Retention of Course Content is Improved by Collaborative-Group Testing.” Advances in Physiology Education 27 (3): 102–108. doi:https://doi.org/10.1152/advan.00041.2002.
- Drouin, M. A. 2010. “Group-Based Formative Summative Assessment Relates to Improved Performance and Satisfaction.” Teaching of Psychology 37 (2): 114–118. doi:https://doi.org/10.1080/00986281003626706.
- Efu, S. I. 2019. “Exams as Learning Tools: A Comparison of Traditional and Collaborative Assessment in Higher Education.” College Teaching 67 (1): 73–82. doi:https://doi.org/10.1080/87567555.2018.1531282.
- Fonseca, B., and M. T. H. Chi. 2011. “The Self-Explanation Effect: A Constructive Learning Activity.” In Handbook of Research on Learning and Instruction edited by R. E. Mayer, and P. A. Alexander, 296–321. New York, NY: Routledge Taylor and Francis Group.
- Gilley, B. H., and B. Clarkston. 2014. “Collaborative Testing: Evidence of Learning in a Controlled in-Class Study of Undergraduate Students.” Journal of College Science Teaching 043 (03): 83–91. https://www.jstor.org/stable/43632038. doi:https://doi.org/10.2505/4/jcst14_043_03_83.
- Hattie, J. 2009. Visible Learning: A Synthesis of 800+ Meta-Analyses on Achievement. London: Routledge.
- Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:https://doi.org/10.3102/003465430298487.
- Hetherington, L., and R. Wegerif. 2018. “Developing a Material-Dialogic Approach to Pedagogy to Guide Science Teacher Education.” Journal of Education for Teaching 44 (1): 27–43. doi:https://doi.org/10.1080/02607476.2018.1422611.
- Huisman, B., N. Saab, J. van Driel, and P. van den Broek. 2018. “Peer Feedback on Academic Writing: Undergraduate Students’ Peer Feedback Role, Peer Feedback Perceptions and Essay Performance.” Assessment & Evaluation in Higher Education 43 (6): 955–968. doi:https://doi.org/10.1080/02602938.2018.1424318.
- Levy, D., T. Svoronos, and M. Klinger. 2018. “Two-Stage Examinations: Can Examinations be More Formative Experiences.” Active Learning in Higher Education, 1–16.
- Li, L., and V. Grion. 2019. “The Power of Giving Feedback Ad Receiving Feedback in. peer Assessment.” All Ireland Journal of Teaching and Learning in Higher Education 11 (2): 1–17. https://ojs.aishe.org/index.php/aishe-j/article/view/413/671.
- Li, Lan, Xiongyi Liu, and Allen L. Steckelberg. 2010. “Assessor or Assessee: How Student Learning Improves by Giving and Receiving Peer Feedback.” British Journal of Educational Technology 41 (3): 525–536. doi:https://doi.org/10.1111/j.1467-8535.2009.00968.x.
- Lipnevich, A. A., L. N. McCallen, K. P. Miles, and J. K. Smith. 2014. “Mind the Gap! Students’ Use of Exemplars and Detailed Rubrics as Formative Assessment.” Instructional Science 42 (4): 539–559. doi:https://doi.org/10.1007/s11251-013-9299-9.
- Lundstrom, K., and W. Baker. 2009. “To Give is Better than to Receive: The Benefits of Peer Review to the Reviewer’s Own Writing.” Journal of Second Language Writing 18 (1): 30–43. doi:https://doi.org/10.1016/j.jslw.2008.06.002.
- Lusk, M., and L. Conklin. 2003. “Collaborative Testing to Promote Learning.” Journal of Nursing Education 42 (3): 121–124. doi:https://doi.org/10.3928/0148-4834-20030301-07.
- Maguire, M., and B. Delahunt. 2017. “Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars.” All Ireland Journal of Higher Education 9 (3): 3351–33514. http://ojs.aishe.org/index.php/aishe-j/article/view/335.
- McConlogue, T. 2015. “Making Judgements: Investigating the Process of Composing and Receiving Peer Feedback.” Studies in Higher Education 40 (9): 1495–1506. doi:https://doi.org/10.1080/03075079.2013.868878.
- Muir, S. P., and D. M. Tracy. 1999. “Collaborative Essay Testing: Just Try It!.” College Teaching 47 (1): 33–35. doi:https://doi.org/10.1080/87567559909596077.
- Nicol, D. 2010. “From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment & Evaluation in Higher Education 35 (5): 501–517. doi:https://doi.org/10.1080/02602931003786559.
- Nicol, D. 2014. “Guiding Principles of Peer Review: unlocking Learners’ Evaluative Skills.” In Advances and Innovations in University Assessment and Feedback edited by C. Kreber, C. Anderson, N. Entwistle and J. McArthur. Edinburgh: Edinburgh University Press .
- Nicol, D. 2019. “Reconceptualising Feedback as an Internal Not an External Process.” Italian Journal of Educational Research Special Issue, : 71–83. https://ojs.pensamultimedia.it/index.php/sird/article/view/3270.
- Nicol, D. 2020. “The Power of Internal Feedback: Exploiting Natural Comparison Processes.” Assessment and Evaluation in Higher Education. doi:https://doi.org/10.1080/02602938.2020.1823314.
- Nicol, D. J., and D. Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218. doi:https://doi.org/10.1080/03075070600572090.
- Nicol, D., A. Thomson, and C. Breslin. 2014. “Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1): 102–122. doi:https://doi.org/10.1080/02602938.2013.795518.
- Nicol, D., and S. McCallum. 2021. “Making Internal Feedback Explicit: Exploiting the Multiple Comparisons that Occur during Peer Review.” Online first. doi:https://doi.org/10.1080/02602938.2021.1924620.
- Panadero, E., Broadbent, J.D. Boud, and J. M. Lodge. 2019. “Using Formative Assessment to Influence Self- and Co-Regulated Learning: The Role of Evaluative Judgement.” European Journal of Psychology of Education 34 (3): 535–557. doi:https://doi.org/10.1007/s10212-018-0407-8.
- Pintrich, P. R. 2002. “The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing.” Theory into Practice 41 (4): 219–225. doi:https://doi.org/10.1207/s15430421tip4104_3.
- Rieger, G. W., and C. E. Heiner. 2014. “Examinations That Support Collaborative Learning: The Students’ Perspective.” Journal of College Science Teaching 043 (04): 41–47. doi:https://doi.org/10.2505/4/jcst14_043_04_41.
- Shindler, J. V. 2004. “Greater than the Sum of the Parts? Examining the Soundness of Collaborative Exams in Teacher Education Courses.” Innovative Higher Education 28 (4): 273–293. doi:https://doi.org/10.1023/B:IHIE.0000018910.08228.39.
- Tanner, K. D. 2012. “Promoting Student Metacognition.” CBE Life Sciences Education 11 (2): 113–120. doi:https://doi.org/10.1187/cbe.12-03-0033.
- Tsang, N. M. 2007. “Reflection as Dialogue.” British Journal of Social Work 37 (4): 681–694. http://www.jstor.org/stable/23722589. doi:https://doi.org/10.1093/bjsw/bch304.
- Yan, Z. 2020. “Self-Assessment in the Process of Self-Regulated Learning and Its Relationship with Academic Achievement.” Assessment & Evaluation in Higher Education 45 (2): 224–238. doi:https://doi.org/10.1080/02602938.2019.1629390.
- Zhu, Q., and D. Carless. 2018. “Dialogue within Peer Feedback Processes: Clarification and Negotiation of Meaning.” Higher Education Research & Development 37 (4): 883–897. doi:https://doi.org/10.1080/07294360.2018.1446417.
- Zipp, J. F. 2007. “Learning by Exams: The Impact of Two- Stage Cooperative Tests.” Teaching Sociology 35 (1): 62–76. doi:https://doi.org/10.1177/0092055X0703500105.