A systematic review on peer assessment
Intrapersonal and interpersonal factors
Datos Bibliográficos
| ID | 19378491 |
|---|---|
| Autores | Ernesto Panadero (0000-0003-0859-3616, Universidad de Deusto, Bilbao, Spain), Maryam Alqassab (0000-0002-6574-5113, Universidad de Las Palmas de Gran Canarias, Las Palmas de Gran Canaria, Spain), Javier Fernández Ruiz (0000-0001-5419-7687, Área de Psicología Evolutiva y de la Educación, Universidad de León, León, Spain), Jose Carlos Ocampo (0000-0002-2180-7618, Universidad de Deusto, Bilbao, Spain) |
| Año | 2023 |
| Volumen | 48 |
| Número | 8 |
| Páginas | 1053-1075 |
| Fecha de publicación | 2023-11-17 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Assessment & Evaluation in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2023.2164884 |
| Idioma | EN |
| Citas recibidas | 34 |
| Referencias citadas | 80 |
Augmenting EFL learners’ writing performance and perceptions
Improving peer feedback literacy and practice in second-language pronunciation through regular multi-stage training
A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes
Fostering feedback literacy by scaffolding self-regulated feedback
Safe and sound
Same assignment—two different feedback contexts
‘A Different Voice’ in Peer Feedback
Advantages and Disadvantages of Online and Face-to-Face Peer Learning in Higher Education
What’s Next for Feedback in Writing Instruction? Pre-Service Teachers’ Perceptions of Assessment Practices and the Role of Generative AI
Percepciones del estudiantado sobre el «feedback» sostenible
The impact of peer feedback features on feedback receivers' implementation in university classrooms
Assessor versus assessee
Assessing student perceptions and use of instructor versus AI ‐generated feedback
Provider versus recipient
Investigating anonymity in formative and summative peer assessment
How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’
Interconnecting peer feedback literacy
How to promote learners' knowledge contribution behaviours in peer assessment? The key mediating role of learning motivation
Procesos de coevaluación en la formación inicial del profesorado de Educación Física
What does it take to provide effective peer feedback
Consistency in providing peer feedback
Training to increase student perceptions of fairness in peer assessment
The effects of gender and training on peer feedback characteristics
The power of praise
Anchoring bias in peer assessment
Understanding the place and value of GenAI feedback
Do peer assessment ratings reflect individual contributions? Validity evidence from multicultural student teams
Students’ perceptions of fairness in groupwork assessment
Fostering higher education students’ perceptions of trust and participation in peer feedback
Evaluative feedback isn’t enough
Improvement in the quality of feedback as an indication of the development of evaluative judgement
Does widespread collusion undermine the case for using peer-assessment schemes with assessed group work
Can a minimalistic tip sheet with a motivational focus foster high-quality, motivating peer-feedback? Results of two field experiments
Development and validation of the peer assessment motivation scale (Pams) in higher education
International Handbook of Emotions in Education
Peer assessment as a collaborative learning activity
Peer feedback content and sender's competence level in academic writing revision tasks
The Impact of Peer Assessment on Academic Performance
Effective peer assessment processes
Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions
From design to reflection
Integration of the peer assessment approach with a virtual reality design system for learning earth science
The effects of peer assessment on learner autonomy
Assessing assessment quality
Structural validity and invariance of the Feedback Perceptions Questionnaire
The impact of a rubric and friendship on peer assessment
How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders
Students' interpersonal perspectives on, conceptions of and approaches to learning in online 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
Student attitudes that predict participation in peer assessment
Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills
Does peer assessment promote student learning? A meta-analysis
Knowing me, knowing you
‘I’m not here to learn how to mark someone else’s stuff’
Combining peer‐assessment with negotiated learning activities on a day‐release undergraduate‐level certificate course (ECTS level 3)
Peer assessment effects on the self-assessment process of first-year undergraduates
Peer Assessment Training in Teacher Education
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
Formative Peer Assessment of Academic Writing Between Postgraduate Students
Peer feedback on academic writing
Grudges and gratitude
Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment
Students’ experience of making and receiving peer assessment
But is it fair? Developing students’ understanding of grading complex written work through peer assessment
Formative peer assessment in a CSCL environment
The assessment cycle
The use of self-, peer and co-assessment in higher education
Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning
Peer assessment and group work as vehicles for student empowerment
Peer Assessment Between Students in Colleges and Universities
Design principles and outcomes of peer assessment in higher education
Goals of peer assessment and their associated quality concepts
| Obras citantes distintas | 34 |
|---|---|
| Citas por año | 11,33 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 34 |