David Zamorano
Biographic Data
| ID | 8902610 |
|---|---|
| NAME | David Zamorano |
| GIVEN NAMES | David |
| FAMILY NAME | Zamorano |
| SIGNATURE | ZAMORANO D |
| AFFILIATIONS | Universidad de Deusto |
| ORCID | 0000-0002-3291-6983 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
How dominant language influences rubric reading and task performance
The students’ dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spa…
The effects of gender and training on peer feedback characteristics
Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by assessors for poor, average and excellent writing samples, using a randomised controlled design. A tot…
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The effects of gender and training on peer feedback characteristics
Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by assessors for poor, average and excellent writing samples, using a randomised controlled design. A tot…
How dominant language influences rubric reading and task performance
The students’ dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spa…
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 (3 works) · Educational psychology (2 works) · Peer feedback (2 works) · Psychology (2 works) · Applied Psychology (1 works) · Artificial Intelligence (1 works) · Cognition (1 works) · Cognitive psychology (1 works) · Computer Science (1 works) · Developmental psychology (1 works)