Design principles and outcomes of peer assessment in higher education

By Ineke van den Berg, Wilfried Admiraal, Albert Pilot. 2006

191 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/234db7df7eb45853c6c32385fa89b26f05478a02

How researchers see this paper

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

In Education

1. Jyh‐Chong Liang
2. Dominique Sluijsmans
3. Mien S. R. Segers
4. H. Tillema
5. Philip Vickerman
6. N. V. Gennip
7. Paulien C. Meijer
8. Chin-Chung Tsai

In Information Systems

1. Mien S. R. Segers
2. H. Tillema
3. N. V. Gennip
4. Jyh‐Chong Liang
5. Philip Vickerman
6. J. V. van Merriënboer
7. Chin-Chung Tsai
8. Paulien C. Meijer

Citations in the corpus

• Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used (2010, background): “Much of the current literature highlights the feed-forward impact of formative feedback on improving the subsequent summative work (Falchikov 2005; Smythe 2006; van den Berg, Admiral, and Pilot 2006b).”
• Moving feedback forward: theory to practice (2013, background): “Similarly, the use of peer discussion can be beneficial for delivering feedback as it allows feedback between peers on learning outcomes (Van den Berg, Admiraal, and Pilot 2006 ) and marking criteria (Liu and Carless 2006 ).”
• Student perspectives on formative peer assessment: an attempt to deepen learning? (2009, background): “Furthermore, in a study by Van Den Berg (2006a) it was noted that students who actively engage in peer assessment on the whole produce betterstructured interaction and effective ways of organising their written work and assessment.”
• Effective peer assessment processes: Research findings and future directions (2010, background): “Van den Berg, Admiraal, and Pilot (2006) found that adequate timing and small group work were beneficial for learning from revisions on the basis of peer feedback.”
• Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction (2012, methodology): “By having students provide feedback to others by means of the criteria that will be used to grade their own thesis, the criteria and goals become clearer to students (van den Berg, Admiraal, and Pilot 2006 ).”
• The development of science activities via on-line peer assessment: the role of scientific epistemological views (2009, background): “Peer assessment has been increasingly implemented in educational settings, especially in higher education (Topping 1998; van den Berg et al. 2006 ).”
• Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features (2009, methodology): “Finally, Van den Berg et al. (2006) implemented peer assessment in seven courses covering different types of writing assignments with a total of 168 students, of whom 37 were not in a peer assessment group.”