Learning by reviewing

By Kwangsu Cho, Charles A. MacArthur. 2011

264 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1867c544ed170c1a828d592b96b6679b75f27ad9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Yong Wu
2. Melissa Patchan
3. P. W. van den Broek
4. J. V. van Driel
5. Christian D. Schunn
6. Kit S. Double
7. Nadira Saab
8. J. McGrane

In Education

1. Yong Wu
2. Melissa Patchan
3. Christian D. Schunn
4. Nadira Saab
5. J. V. van Driel
6. P. W. van den Broek
7. Bart Huisman
8. Kit S. Double

Citations in the corpus

• Rethinking feedback practices in higher education: a peer review perspective (2014, unknown): “The research reported in this paper complements and adds to the research by Cho and MacArthur (2011) and Cho and Cho (2011).”
• Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (2018, background): “With respect to the learning mechanisms involved in the peer feedback process, some prior studies have differentiated between providing and receiving peer feedback on academic writing (e.g. Cho and MacArthur 2011; Greenberg 2015; McConlogue 2015; Nicol, Thomson, and Breslin 2014).”
• Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality (2015, background): “, read but also rated the quality and provided feedback) peers’ texts (Cho and MacArthur 2011).”
• The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018, methodology): “The very act of providing peer feedback can be beneficial as well (Lundstrom and Baker 2009; Cho and MacArthur 2011; Cho and Cho 2011; Lee 2015), for example because it requires students to actively consider the assessment criteria (Huisman et al. 2018).”
• The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2018, background): “Ameta-regression indicated that the effect size was not significantly different when comparing peer assessment with teacher assessment, than when comparing peer assessment with no assessment (b = Table 2 Descriptive characteristics of the included studies Authors Year Pub. type Subject Country Ed. l”
• The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “Students may also learn to write by providing feedback because it helps them transfer what they learn from detecting problems in others’ work/suggesting solutions for the problems, in addition to developing a better understanding of the readers’ perspectives (K. Cho & MacArthur, 2011).”