Maryam Alqassab
Biographic Data
| ID | 6510560 |
|---|---|
| NAME | Maryam Alqassab |
| GIVEN NAMES | Maryam |
| FAMILY NAME | Alqassab |
| SIGNATURE | ALQASSAB M |
| AFFILIATIONS | Leiden University |
| ORCID | 0000-0002-6574-5113 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Assessor versus assessee
Peer assessment can shape students' learning across cognitive, intrapersonal, and interpersonal outcomes. When students participate in peer assessment, they can take on two distinct roles, as assessors or as assessees, each of which may shape their learning differently. However, only recently, there has been interest in comparing how each role contributes to students' learning. This comparison comes with a challenge: students usually play both ro…
Provider versus recipient
When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education…
Does perception mean learning? Insights from an online peer feedback setting
Many peer feedback studies examined students’ perceptions. Yet, little is known about how perceived and actual learning are related, and how they are influenced by individual and contextual characteristics including success level, educational level, gender, and academic major. This exploratory study addressed this research gap. Students from a Dutch university (N = 284) attended a three-week online module during which they were engaged in peer fe…
Motivational messages from teachers before exams
This mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers’ motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link …
A systematic review on peer assessment
Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task
Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers’ beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers’ comprehension of the learning task were related to these characteristics. Analysi…
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b…
Motivational messages from teachers before exams
This mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers’ motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link …
Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task
Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers’ beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers’ comprehension of the learning task were related to these characteristics. Analysi…
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b…
A systematic review on peer assessment
Motivational messages from teachers before exams
This mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers’ motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link …
Does perception mean learning? Insights from an online peer feedback setting
Many peer feedback studies examined students’ perceptions. Yet, little is known about how perceived and actual learning are related, and how they are influenced by individual and contextual characteristics including success level, educational level, gender, and academic major. This exploratory study addressed this research gap. Students from a Dutch university (N = 284) attended a three-week online module during which they were engaged in peer fe…
Assessor versus assessee
Peer assessment can shape students' learning across cognitive, intrapersonal, and interpersonal outcomes. When students participate in peer assessment, they can take on two distinct roles, as assessors or as assessees, each of which may shape their learning differently. However, only recently, there has been interest in comparing how each role contributes to students' learning. This comparison comes with a challenge: students usually play both ro…
Provider versus recipient
When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education…
Student Assessment and Feedback (5 works) · Evaluation of Teaching Practices (4 works) · Mathematics education (4 works) · Peer feedback (4 works) · Perception (4 works) · Psychology (4 works) · Computer Science (3 works) · Peer Assessment (3 works) · Social Psychology (3 works) · Cognition (2 works)