Assessing Self- and Peer-assessment: The students' views

By S. Hanrahan, G. Isaacs. 2001

542 citations recorded by the source corpus.

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In Education

Citations in the corpus

The impact of stress in self‐ and peer assessment (2005, background): “Peer assessment can be of either performanceÐtypically a group project or discussionÐor product (Falchikov, 1988; Hanrahan & Isaacs, 2001; Smith et al., 2002).”
The role of feedback and self-efficacy on web-based learning: The social cognitive perspective (2008, result): “One issue to be noted was that the feedback process in this study was under anonymous review, which provided more reliable information and eased of the students’ pressure of criticizing peers’ work, as research suggested (Hanrahan & Isaacs, 2001; Topping, Smith, Swanson, & Elliot, 2000).”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “Concerns have been raised about resulting difficulties in peer assessment contexts (Hanrahan and Isaacs, 2001).”
The Effect of Scoring Criteria Specificity on Peer and Self-assessment (2003, background): “It would also be helpful to investigate different assessor groups (faculty, peers and selves) concerning their views on peer and self-assessment, which has not been well-studied (Hanrahan & Isaacs, 2001).”
Training teachers in peer-assessment skills: effects on performance and perceptions (2004, background): “Several authors (Birenbaum, 1996; Fallows & Chandramohan, 2001; Hanrahan & Isaacs, 2001) have recommended training in assessment skills.”
University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment (2006, background): “PA also provides the learners a context where they can observe the role of their teachers and understand the nature of assessment (Hanrahan and Issacs 2001).”
Improving the effectiveness of peer feedback for learning (2009, background): “Moreover, the peer assessor is usually not regarded as a ‘‘knowledge authority’’ by an assessee, leading to more reticence in accepting a peer’s judgement or advice (Hanrahan & Isaacs, 2001; Strijbos, Narciss, & Dünnebier, 2010).”
Peer review in higher education: Student perceptions before and after participation (2014, background): “Providing models or exemplars of good work may also help student reviewers understand the standards required (Hanrahan and Isaacs, 2001).”
Student perceptions of peer assessment: an interdisciplinary study (2014, background): “In spite of this positive perception of the methodology, students expressed initial anxiety towards the task, as confirmed by Levine (2008) and Topping (2009), and stress and discomfort when having their work marked by a peer (as reported by Hanrahan and Isaacs 2001).”
Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations (2008, background): “Inclusion in assessment processes empowers learners and encourages them to assess their peers objectively ( Hanrahan & Isaacs 2001 ).”
Student responses to criteria‐referenced self‐assessment (2007, methodology): “…report using assessment criteria pre-determined by a teacher or instructor (Falchikov & Boud, 1989; Longhurst & Norton, 1997; Garcia & Floyd, 1999; Hanrahan & Isaacs, 2001) but some, such as Dochy and McDowell (1997) and Stallings and Tascione (1996) argue that the criteria should be co-defined…”
Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process (2002, background): “…understanding of what is required to achieve a particular standard and what academic staff are looking for when conducting assessment (Falchikov, 1995; Hanrahan & Isaacs, 2001; Race, 1998); · enabling students to view and critique a range of writing styles, techniques, ideas and abilities,…”
Investigating the capacity of self and peer assessment activities to engage students and promote learning (2010, background): “(2004) discuss the use of self and peer assessment to promote peer learning, while Hanrahan and Isaacs (2001) report that it contributes to students’ development of critical thinking skills and motivates students to submit better initial submissions, knowing that they would be reviewed by their p”