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Giving Feedback: Preparing Students for Peer Review and Self‐Evaluation
16 references·1 citing·42 second hop
Giving Feedback: Preparing Students for Peer Review and Self‐Evaluation (2017)Giving Feedback: Preparing Students for P…Formative Assessment and Writing (2015)Formative Assessment and Writ…Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology (2012)Past, Present, and Future Con…A meta-analysis of writing instruction for students in the elementary grades. (2012)A meta-analysis of writing in…Learning by reviewing. (2011)Learning by reviewing.Self-regulated strategy development in writing: Premises, evolution, and the future (2009)Self-regulated strategy devel…To give is better than to receive: The benefits of peer review to the reviewer's own writing (2008)To give is better than to rec…Strategy Instruction and the Teaching of Writing: A Meta-Analysis. (2006)Strategy Instruction and the …Trends in Peer Learning (2005)Trends in Peer LearningHandbook of Writing Research (2005)Handbook of Writing ResearchPeer Assessment Between Students in Colleges and Universities (1998)Peer Assessment Between Stude…Executive control in the revising of students with learning and writing difficulties. (1997)Executive control in the revi…Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms (1991)Making Strategies and Self-Ta…The Psychology of Written Composition (1989)The Psychology of Written Com…Peer Response Groups in the Writing Classroom: Theoretic Foundations and New Directions (1988)Peer Response Groups in the W…Research on Revision in Writing (1987)Research on Revision in Writi…Cognitive Processes in Writing (1983)Cognitive Processes in WritingSelf-assessment complements peer assessment for undergraduate students in an academic writing task (2022)Self-assessment complements p…Practical Meta-Analysis (2000)A meta-analysis of writing instruction for adolescent students. (2007)Handbook of Educational Psychology (2013)Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review (2014)Common Core State Standards (2015)Mind in Society: The Development of Higher Psychological Processes (1978)Cooperative Learning: Theory, Research and Practice (1983)Research on Cooperative Learning and Achievement: What We Know, What We Need to Know (1996)Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007)Peer Assessment (2009)Teachers’ roles and identities in student-centered classrooms (2018)Thought and language (1962)Qualitative Analysis for Social Scientists (1987)Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development (1994)Response To Student Writing (2003)A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016)The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2019)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Handbook of research on teaching (1986)Resources, Instruction, and Research (2003)Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development (2004)The Impact of Classroom Evaluation Practices on Students (1988)The Instructional Effect of Feedback in Test-Like Events (1991)The use of self-, peer and co-assessment in higher education: A review (1999)Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks (2000)Flawed Self-Assessment (2004)Toward a model of text comprehension and production. (1978)The Role of Self-Regulation and Transcription Skills in Writing and Writing Development (2000)SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION (2003)The art and science of teaching: a comprehensive framework for effective instruction (2008)Cohesion in English (2014)Formative assessment and the design of instructional systems (1989)The Power of Feedback (2007)A Critical Review of Research on Student Self-Assessment (2019)The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020)Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination (2007)Comparing the quality of human and ChatGPT feedback of students’ writing (2024)Enhancing teaching through constructive alignment (1996)Teaching For Quality Learning At University (1999)The Role of Goal Orientation in Self-Regulated Learning (2000)A Systems Approach to Educational Testing (1989)A capacity theory of writing: Working memory in composition (1996)
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References

  • 1989The Psychology of Written Composition2,806 cited
  • 2005Handbook of Writing Research2,327 cited
  • 1998Peer Assessment Between Students in Colleges and Universities2,232 cited
  • 2005Trends in Peer Learning1,595 cited
  • 2008To give is better than to receive: The benefits of peer review to the reviewer's own writing893 cited
  • 2012A meta-analysis of writing instruction for students in the elementary grades.871 cited
  • 1983Cognitive Processes in Writing639 cited
  • 1987Research on Revision in Writing418 cited
  • 1991Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms383 cited
  • 2015Formative Assessment and Writing339 cited
  • 2012Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology300 cited
  • 2006Strategy Instruction and the Teaching of Writing: A Meta-Analysis.285 cited
  • 2011Learning by reviewing.248 cited
  • 1988Peer Response Groups in the Writing Classroom: Theoretic Foundations and New Directions212 cited
  • 2009Self-regulated strategy development in writing: Premises, evolution, and the future199 cited

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1997
Executive control in the revising of students with learning and writing difficulties.
180 cited

Cited by

  • 2022Self-assessment complements peer assessment for undergraduate students in an academic writing task50 cited