Assessor writing performance on peer feedback
Exploring the relation between assessor writing performance, problem identification accuracy, and helpfulness of peer feedback
Bibliographic Data
| ID | 21347608 |
|---|---|
| Authors | Yong Wu (0000-0001-6343-4218), Christian D Schunn (0000-0003-3589-297X) |
| Year | 2023 |
| Volume | 115 |
| Issue | 1 |
| Pages | 118-142 |
| Publication date | 2023-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/edu0000768 |
| OpenAlex | W4295006255 |
| Language | EN |
| Citations received | 9 |
Data mining · Helpfulness · Higher education · Identification (biology) · Mathematics education · Peer evaluation · Peer feedback · Relation (database) · Computer Science · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
Systematic peer back-evaluation was associated with higher-quality feedback and stronger task performance than sampled teacher monitoring in an EFL translation course
Safe and sound
From emotion to action
Interconnecting peer feedback literacy
What kind of matching groups makes students benefit more? The role of reviewer expertise and document quality within-groups
Consistency in providing peer feedback
Steps to implementation
The power of praise
Peer feedback that consistently supports learning to write and read
| Citations per year | 3 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |