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Learning about Interface Design through Peer Assessment
4 references·7 citing·41 second hop
Learning about Interface Design through Peer Assessment (2000)Learning about Interface Design through P…An Evaluation of the Use of Peer Assessment in Higher Education: a case study in the School of Music, Kingston University (1997)An Evaluation of the Use of P…Tutor Versus Peer Group Assessment of Student Performance in a Simulation Training Exercise (1996)Tutor Versus Peer Group Asses…The Importance of Marking Criteria in the Use of Peer Assessment (1996)The Importance of Marking Cri…STAFF AND PEER ASSESSMENT ‐ MEASURING AN INDIVIDUAL'S CONTRIBUTION TO GROUP PERFORMANCE (1986)STAFF AND PEER ASSESSMENT ‐ M…Equity and Diversity (2019)Equity and DiversityPredictive Effects of Online Peer Feedback Types on Performance Quality (2013)Predictive Effects of Online …Supporting and structuring “contributing student pedagogy” in Computer Science curricula (2012)Supporting and structuring “c…Designing contributing student pedagogies to promote students' intrinsic motivation to learn (2012)Designing contributing studen…‘Some kind of weird, evil experiment’: student perceptions of peer assessment (2011)‘Some kind of weird, evil exp…Multiple peer-assessment modes to augment online student question-generation processes (2010)Multiple peer-assessment mode…The impact of an elaborated assessee’s role in peer assessment (2008)The impact of an elaborated a…Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Mindset: the new psychology of success (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values (2001)Some Refinements on Peer Assessment of Group Projects (2001)Students' Perceptions of and Satisfaction with Group Grades and the Group Experience in the College Classroom (2003)Assessment and Evaluation in Higher Education (2023)Peer Assessment Between Students in Colleges and Universities (1998)Design-Based Research: An Emerging Paradigm for Educational Inquiry (2003)4 What Is Web 2.0? Design Patterns and Business Models for the Next Generation of Software (2012)Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students' question-generation in a science class (2013)Assessing Metacognitive Awareness (1994)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Discipline and Punish: The Birth of the Prison (1978)Discipline and Punish: The Birth of the Prison. (1978)Discipline and Punish: The Birth of the Prison. (1996)Feed-forward assessment, exemplars and peer marking: evidence of efficacy (2012)The quality of written peer feedback on undergraduates’ draft answers to an assignment, and the use made of the feedback (2014)The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report (2014)PRODUCT COMPARISONS AND PROCESS BENEFITS OF COLLABORATIVE PEER GROUP AND SELF ASSESSMENTS (1986)Peer, self and tutor assessment: Relative reliabilities (1994)The Use of Student Derived Marking Criteria in Peer and Self-assessment (2000)Peer Assessment Training in Teacher Education: Effects on performance and perceptions (2002)University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment (2006)Mind in Society: The Development of Higher Psychological Processes (1978)Does Active Learning Work? A Review of the Research (2004)Research Methods in Education (2007)Assessing Learners in Higher Education (1995)Enhancing learning through self-assessment (1996)Learning to Learn: More than a skill set (2000)British Psychology Students' Perceptions of Group-Work and Peer Assessment (2001)Peer assessment and evaluation in team‐based learning (2008)Enhancing Learning Through Self-assessment (2013)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)The Reflective Practitioner: How Professionals Think in Action (1986)Peer and Teacher Assessment of the Oral and Written Tasks of a Group Project (1999)A new assessment era: different needs, new challenges (2001)The training of peer assessment skills to promote the development of reflection skills in teacher education (2002)Peer Learning and Assessment (1999)Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks (2000)
this work references cited by second hop

References

  • 1996The Importance of Marking Criteria in the Use of Peer Assessment288 cited
  • 1997An Evaluation of the Use of Peer Assessment in Higher Education: a case study in the School of Music, Kingston University152 cited
  • 1996Tutor Versus Peer Group Assessment of Student Performance in a Simulation Training Exercise112 cited
  • 1986STAFF AND PEER ASSESSMENT ‐ MEASURING AN INDIVIDUAL'S CONTRIBUTION TO GROUP PERFORMANCE102 cited

Cited by

  • 2011‘Some kind of weird, evil experiment’: student perceptions of peer assessment67 cited
  • 2010Multiple peer-assessment modes to augment online student question-generation processes63 cited
  • 2013Predictive Effects of Online Peer Feedback Types on Performance Quality63 cited
  • 2008The impact of an elaborated assessee’s role in peer assessment58 cited
  • 2012Designing contributing student pedagogies to promote students' intrinsic motivation to learn38 cited
  • 2012Supporting and structuring “contributing student pedagogy” in Computer Science curricula35 cited
  • 2019Equity and Diversity31 cited

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