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The Importance of Marking Criteria in the Use of Peer Assessment

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References

1994Peer, self and tutor assessment: Relative reliabilities344 cited
1986PRODUCT COMPARISONS AND PROCESS BENEFITS OF COLLABORATIVE PEER GROUP AND SELF ASSESSMENTS292 cited

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2000The Use of Student Derived Marking Criteria in Peer and Self-assessment278 cited
2002Peer Assessment Training in Teacher Education: Effects on performance and perceptions277 cited
2006University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment272 cited
2011Online peer assessment: effects of cognitive and affective feedback263 cited
2009Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions259 cited
1999Examining Student Satisfaction with Group Projects and Peer Assessment253 cited
2002The influence of peer feedback on self- and peer-assessment of oral skills249 cited
2008The nature, reception, and use of online peer feedback in higher education230 cited
2008Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features218 cited
2004Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment216 cited
2015Peer assessment in the digital age: a meta-analysis comparing peer and teacher ratings209 cited

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2014

Rubrics as a way of providing transparency in assessment

180 cited

2002Improving the Quality of Undergraduate Peer Assessment: A Case for Student and Staff Development178 cited

2013Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students176 cited

1998Assessment in Partnership with Learners173 cited

2003Improving Student Peer Feedback172 cited