The impact of stress in self‐ and peer assessment

By Nigel K. L. Pope. 2005

141 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/33522467a857015e0d1585fd452d4d59d4c75e84

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Citations in the corpus

Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features (2009, methodology): “This method is closely aligned with and embedded in the instructional process (Shepard, 2000). Peer assessment involves collaboration in the appraisal of learning outcomes by those involved in the learning process, i.e., students. Falchikov (1995) defines peer assessment in a clear and unambiguous w”
Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools (2014, background): “An additional concern is that, although students need to learn to give and receive peer feedback because this is common in the workplace (Druskat & Wolff, 1999; Hooijberg & Lane, 2009), the process makes some students uncomfortable (Pope, 2005).”
Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms (2009, methodology): “assessment methods (Orsmond, Merry & Reiling, 2000; Pope, 2005); however, in traditional classroom settings, which are often found in present-day Japan, the teacher acts as the sole evaluator.”
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum (2010, background): “This effect was found in fourth grade (Cole, 1991 ) as well as in university (Pope, 2005 ).”
The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self and Peer Evaluation (2012, background): “Performing self- and peer ratings can also be stressful for some students (Pope, 2005).”
An inventory of peer assessment diversity (2011, background): “These possibilities differ in the nature of the information (quantitative and/or qualitative), the extent to which the information is condensed (holistic, global or at the level of single criteria) (e.g. Miller 2003; Pope 2005; Trahasch 2004), and finally the ‘feedback stance’ that is taken (authori”
Goals of peer assessment and their associated quality concepts (2011, background): “Cole ( 1991 ) and Pope ( 2001 , 2005 ) also found that learners’ self‐perceived academic competence and self‐esteem were more powerfully affected by their peers’ evaluation than by their teacher’s.”