Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

The assessment cycle: a model for learning through peer assessment

16 references·16 citing·37 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

2011Thinking, Fast and Slow14,316 cited
2007The Power of Feedback12,871 cited
1998Assessment and Classroom Learning8,137 cited
2002Becoming a Self-Regulated Learner: An Overview7,541 cited
2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
2008Focus on Formative Feedback4,623 cited
1989Formative assessment and the design of instructional systems4,279 cited
2003Design Experiments in Educational Research3,545 cited
1995Feedback and Self-Regulated Learning: A Theoretical Synthesis3,321 cited
2009Developing the theory of formative assessment3,292 cited
1998Peer Assessment Between Students in Colleges and Universities2,172 cited
1994Eliciting self-explanations improves understanding,2,114 cited
2004Flawed Self-Assessment1,859 cited
1998Praise for intelligence can undermine children's motivation and performance.1,704 cited
2003Assessment for Learning- putting it into practice1,586 cited
2005Self‐Regulation in the Classroom: A Perspective on Assessment and Intervention

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

1,478 cited

Cited by

2018Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going294 cited
2017Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education256 cited
2018Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement190 cited
2020Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement134 cited
2017Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills126 cited
2016Teachers’ reasons for using peer assessment: positive experience predicts use97 cited
2019Peer assessment effects on the self-assessment process of first-year undergraduates94 cited
2017Synchronous discussion between assessors and assessees in web-based peer assessment: impact on writing performance, feedback quality, meta-cognitive awareness and self-efficacy79 cited
2023A systematic review on peer assessment: intrapersonal and interpersonal factors79 cited
2020Self-Assessment in Exploring EFL Students’ Speaking Skill69 cited
2020Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context67 cited
2017A framework for designing, implementing, communicating and researching peer assessment65 cited
2020Peer assessment as a learning and self-assessment tool: a look inside the black box59 cited
2021Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance59 cited
2022Peer assessment in group-oriented classroom contexts: on the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning39 cited
2018Experiences of using a game for improving learning in software requirements elicitation36 cited