Designing student peer assessment in higher education: analysis of written and oral peer feedback

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

145 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/58659a75f44d0d5e85b771cb34b3a4e3a92b6595

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In Education

Citations in the corpus

Beyond feedback: developing student capability in complex appraisal (2010, background): “A study by van den Berg, Admiraal and Pilot ( 2006 ) found that ‘in their written feedback students commented on structure more than in their oral feedback.”
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).”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, background): “…by a wealth of research advocating the multiple benefits to the learner if implemented effectively (e.g. Bloxham and West 2004; McLaughlin and Simpson 2004; Van den Berg, Admiraal, and Pilot 2006; Andrade and Valtcheva 2008; van Zundert, Sluijsmans, and Van Merriënboer 2010; Nulty 2011).”
Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (2018, methodology): “The nature of the peer feedback message The current study focused on task-level peer feedback, adopting the operationalization proposed by van den Berg, Admiraal, and Pilot (2006).”
An inventory of peer assessment diversity (2011, methodology): “Finally, we grouped the 20 resulting variables into five clusters, building on an earlier clustering by van den Berg, Admiraal, and Pilot (2006a).”