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Peer assessment: judging the quality of students’ work by comments rather than marks
12 references·6 citing·52 second hop
Peer assessment: judging the quality of students’ work by comments rather than marks (2006)Peer assessment: judging the quality of s…500 Tips on Assessment (2004)500 Tips on AssessmentExploring the Practice of Feedback to Students (2003)Exploring the Practice of Fee…The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning (2002)The Conscientious Consumer: R…Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process (2002)Developing Procedures for Imp…Web‐based peer assessment: feedback for students with various thinking‐styles (2001)Web‐based peer assessment: fe…Assessing Self- and Peer-assessment: The students' views (2001)Assessing Self- and Peer-asse…Computerized Peer Assessment (2000)Computerized Peer AssessmentPeer Learning and Assessment (1999)Peer Learning and AssessmentAssessment in Partnership with Learners (1998)Assessment in Partnership wit…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Peer Feedback Marking: Developing Peer Assessment (1995)Peer Feedback Marking: Develo…Peer, self and tutor assessment: Relative reliabilities (1994)Peer, self and tutor assessme…The conundrum of low achievement and feedback for learning (2019)The conundrum of low achievem…Fostering pre-service teachers' self-regulated learning through self- and peer assessment of wiki projects (2016)Fostering pre-service teacher…A comparison of peer and tutor feedback (2014)A comparison of peer and tuto…Peer assessment in an EFL context: attitudes and friendship bias (2013)Peer assessment in an EFL con…Assessing collaboration in a wiki: The reliability of university students' peer assessment (2011)Assessing collaboration in a …An educational research course facilitated by online peer assessment (2009)An educational research cours…Peer Assessment Between Students in Colleges and Universities (1998)The use of self-, peer and co-assessment in higher education: A review (1999)University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment (2006)The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018)Team-based learning: design, facilitation and participation (2020)Motivational processes affecting learning. 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(2009)Developing student autonomy in learning (1982)Quantitative studies of student self-assessment in higher education: a critical analysis of findings (1989)The Importance of Marking Criteria in the Use of Peer Assessment (1996)“But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment (1997)The Use of Student Derived Marking Criteria in Peer and Self-assessment (2000)Learning to Teach in Higher Education (1992)Peer and Teacher Assessments of Oral Presentation Skills: How reliable are they? (2001)Learning to Teach in Higher Education (2002)Learning to Teach in Higher Education (2003)Strategies for using feedback students bring to higher education (2008)An inventory of peer assessment diversity (2010)Contingency, Irony, and Solidarity (1989)Enhancing learning through self-assessment (1996)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)Peer feedback: the learning element of peer assessment (2006)58. Contingency, Irony and Solidarity (2015)Engagement through partnership: students as partners in learning and teaching in higher education (2016)The Impact of Classroom Evaluation Practices on Students (1988)A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). (1991)On-line peer assessment and the role of the peer feedback: A study of high school computer course (2006)Online peer assessment: effects of cognitive and affective feedback (2011)Thought and language (1962)Qualitative evaluation and research methods (1990)Research Methods in Education (2007)Teaching and Learning in the Social Context: A Meta-Analysis of Service Learning's Effects on Academic, Personal, Social, and Citizenship Outcomes (2009)Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2012)The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback (2017)Formative Peer Assessment of Academic Writing Between Postgraduate Students (2000)Self and Peer Assessment in School and University: Reliability, Validity and Utility (2006)Technology Enhanced Learning in higher education; motivations, engagement and academic achievement (2019)
this work references cited by second hop

References

  • 1998Assessment and Classroom Learning8,137 cited
  • 1999Peer Learning and Assessment1,034 cited
  • 2002The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning794 cited
  • 2001Assessing Self- and Peer-assessment: The students' views517 cited
  • 1995Peer Feedback Marking: Developing Peer Assessment491 cited
  • 1994Peer, self and tutor assessment: Relative reliabilities344 cited
  • 2002Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process329 cited
  • 2001Web‐based peer assessment: feedback for students with various thinking‐styles305 cited
  • 2003Exploring the Practice of Feedback to Students212 cited
  • 1998Assessment in Partnership with Learners173 cited
  • 2000Computerized Peer Assessment163 cited
  • 2004500 Tips on Assessment161 cited

Cited by

  • 2011Assessing collaboration in a wiki: The reliability of university students' peer assessment93 cited
  • 2013Peer assessment in an EFL context: attitudes and friendship bias92 cited
  • 2014A comparison of peer and tutor feedback87 cited

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2016
Fostering pre-service teachers' self-regulated learning through self- and peer assessment of wiki projects
86 cited
  • 2009An educational research course facilitated by online peer assessment72 cited
  • 2019The conundrum of low achievement and feedback for learning65 cited