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Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback
16 references·16 citing·36 second hopsampled
Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018)Formative self-and peer assessment for im…Rethinking feedback practices in higher education: a peer review perspective (2013)Rethinking feedback practices…Enhancing Learning Through Self-assessment (2013)Enhancing Learning Through Se…Rethinking models of feedback for learning: the challenge of design (2012)Rethinking models of feedback…What is assessment for learning? (2011)What is assessment for learni…Beyond feedback: developing student capability in complex appraisal (2010)Beyond feedback: developing s…Effective peer assessment processes: Research findings and future directions (2009)Effective peer assessment pro…The Power of Feedback (2007)The Power of FeedbackRethinking Assessment in Higher Education (2007)Rethinking Assessment in High…Working inside the Black Box: Assessment for Learning in the Classroom (2004)Working inside the Black Box:…Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes (2003)Improving Students' Learning …The use of self-, peer and co-assessment in higher education: A review (1999)The use of self-, peer and co…Teaching for Quality Learning at University: What the Student Does (1999)Teaching for Quality Learning…Peer Learning and Assessment (1999)Peer Learning and AssessmentIssues in Educational Research (1999)Issues in Educational ResearchFormative Assessment: revisiting the territory (1998)Formative Assessment: revisit…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Enhancing students’ engagement through a business simulation game: A qualitative study within a higher education management course (2023)Enhancing students’ engagemen…A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation (2023)A Systematic Review on Studen…Self-assessment complements peer assessment for undergraduate students in an academic writing task (2022)Self-assessment complements p…Peer assessment in group-oriented classroom contexts: on the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning (2022)Peer assessment in group-orie…Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis (2022)Effects of self-assessment an…Assessment as Learning: How Does Peer Assessment Function in Students' Learning? (2022)Assessment as Learning: How D…Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course (2021)Promoting students’ cross-dis…Effective teachers’ personality in strengthening character education (2021)Effective teachers’ personali…Contribution of formative assessment for developing teaching competences in teacher education (2021)Contribution of formative ass…The role of self and peer assessment in Higher Education (2020)The role of self and peer ass…Peer assessment as a learning and self-assessment tool: a look inside the black box (2020)Peer assessment as a learning…Formative assessment at university through digital technology tools (2020)Formative assessment at unive…Types of student teachers between theory and practice in the subject of geography: reconstructing orientations using the example of a seminar on experiments (2019)Types of student teachers bet…Pero… ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?: Confusiones Habituales y Reflexiones Prácticas (2019)Pero… ¿A qué nos Referimos Re…Integration of the peer assessment approach with a virtual reality design system for learning earth science (2019)Integration of the peer asses…Integration of good practices of active methodologies with the reuse of student-generated content (2019)Integration of good practices…Assessment and Classroom Learning (1998)Self-theories: Their Role in Motivation, Personality, and Development (1999)Making Sense of Assessment Feedback in Higher Education (2013)The use of scoring rubrics for formative assessment purposes revisited: A review (2013)Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes (2015)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)A Systematic Literature Review of Students as Partners in Higher Education (2017)Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)The Impact of Classroom Evaluation Practices on Students (1988)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)From monologue to dialogue: improving written feedback processes in mass higher education (2010)Philosophical Investigations. (1954)Thought and language (1962)Motivational processes affecting learning. (1986)Learning to Teach Argumentation: Research and development in the science classroom (2005)Students' questions: a potential resource for teaching and learning science (2008)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)Developing the theory of formative assessment (2009)Inside the Black Box: Raising Standards through Classroom Assessment (2010)The development of student feedback literacy: enabling uptake of feedback (2018)Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews (1986)Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Peer Assessment Between Students in Colleges and Universities (1998)The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self- and Peer Evaluation (2012)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Interpretations of criteria‐based assessment and grading in higher education (2004)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Authentic assessment: creating a blueprint for course design (2017)Dominance Through Interviews and Dialogues (2006)Inconvenient truths about teacher learning: towards professional development 3.0 (2016)
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References

  • 2007The Power of Feedback12,871 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 1999Teaching for Quality Learning at University: What the Student Does3,341 cited
  • 1999Issues in Educational Research2,530 cited
  • 2012Rethinking models of feedback for learning: the challenge of design1,636 cited
  • 2004Working inside the Black Box: Assessment for Learning in the Classroom1,323 cited
  • 2011What is assessment for learning?1,281 cited
  • 1999The use of self-, peer and co-assessment in higher education: A review1,205 cited
  • 2010Beyond feedback: developing student capability in complex appraisal1,138 cited
  • 1998Formative Assessment: revisiting the territory1,106 cited
  • 2007Rethinking Assessment in Higher Education1,049 cited
  • 1999Peer Learning and Assessment1,034 cited
  • 2013Rethinking feedback practices in higher education: a peer review perspective967 cited
  • 2013Enhancing Learning Through Self-assessment914 cited
  • 2003Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes630 cited
  • 2009

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Effective peer assessment processes: Research findings and future directions
524 cited

Cited by

  • 2019Integration of the peer assessment approach with a virtual reality design system for learning earth science200 cited
  • 2022Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis122 cited
  • 2021Effective teachers’ personality in strengthening character education112 cited
  • 2019Pero… ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?: Confusiones Habituales y Reflexiones Prácticas96 cited
  • 2020The role of self and peer assessment in Higher Education79 cited
  • 2021Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course68 cited
  • 2023A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation64 cited
  • 2020Peer assessment as a learning and self-assessment tool: a look inside the black box59 cited
  • 2019Integration of good practices of active methodologies with the reuse of student-generated content56 cited
  • 2022Self-assessment complements peer assessment for undergraduate students in an academic writing task50 cited
  • 2022Assessment as Learning: How Does Peer Assessment Function in Students' Learning?50 cited
  • 2020Formative assessment at university through digital technology tools50 cited
  • 2021Contribution of formative assessment for developing teaching competences in teacher education44 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
  • 2023Enhancing students’ engagement through a business simulation game: A qualitative study within a higher education management course33 cited
  • 2019Types of student teachers between theory and practice in the subject of geography: reconstructing orientations using the example of a seminar on experiments11 cited