Peer assessment in problem based learning

By Dominque M. A. Sluijsmans, George Moerkerke, J. V. van Merriënboer, Filip Dochy. 2001

168 citations recorded by the source corpus.

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In Education

Citations in the corpus

The Effect of Scoring Criteria Specificity on Peer and Self-assessment (2003, background): “…frequently related to issues concerning the use of students as assessors, including their lack of ability to discriminate levels of performance and their reluctance to judge their peers or themselves (Falchikov, 1995; Orsmond et al., 1996; Sullivan et al., 1999; Li, 2001; Sluijsmans et al., 2001).”
Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning (2009, background): “stimulate learners to self-explain the principles governing good assessments is to have them assess the performance of their peers (Sluijsmans et al. 2001).”
How does student peer review influence perceptions, engagement and academic outcomes? A case study (2014, background): “…had mixed feelings about peer review prior to participating, with many expressing apprehension about whether the reviewers (themselves included) would be sufficiently experienced to perform the task competently (Cheng and Warren 1997; Dochy, Segers, and Sluijsmans 1999; Sluijsmans et al. 2001).”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “Rating errors are central in the study of Sluijsmans et al. (2001), who refer to personal differences in standards and rating styles, and the extent to which peers distribute grades and have different opinions about the rating tasks.”
Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations (2008, background): “Sluijsmans et al. 2001 ) and there is growing support for their inclusion in HE assessment structures (e.g.”
Peer Assessment Training in Teacher Education: Effects on performance and perceptions (2002, background): “Besides these ndings, students also doubt the objectivity of peer assessment and claim to have no training in such assessment practices (Cheng & Warren, 1997; Sluijsmans et al., 2001).”
Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer‐group rating (2003, background): “Peer learning and peer assessment are key pedagogical strategies to help students gain the knowledge that allows them to reflect on their own performance as well as that of their fellow students (Lejk and Wyvill 2001, Sluijsmans et al. 2001).”
Peer feedback: the learning element of peer assessment (2006, background): “Sluijsmans et al. (2001) found that students felt uncomfortable in awarding grades and preferred just giving feedback.”
Training teachers in peer-assessment skills: effects on performance and perceptions (2004, background): “Assessing the work of peers is a skill that needs to be developed (Birenbaum, 1996; Reilly Freese, 1999; Sluijsmans et al., 2001).”