Is it safe? Social, interpersonal and human effects of peer assessment: a review and future directions

By Ernesto Panadero. 2016

133 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/73bfa40c8d8c76bb23f3f92aee8589c3c63388da

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In Developmental and Educational Psychology

In Education

Citations in the corpus

An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading (2019, background): “Additionally, a review by Panadero (2016) has suggested that formative peer assessment that usually involves more interactions among assessors and assessees (i.e., less anonymous settings) seems to have more positive effects on interpersonal factors.”
Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, background): “The more practice in peer assessment processes, the more likely students are to develop expertise in making sound peer assessment judgements (Panadero 2016).”
Student perceptions of assessment feedback: a critical scoping review and call for research (2020, result): “Similar results have been previously reported by Panadero (2016) and Alqassab and Panadero (2020), with researchers reporting lacking evidence of links between student perceptions of peer assessment and performance outcomes.”
Dialogue within peer feedback processes: clarification and negotiation of meaning (2018, background): “The social aspects of peer feedback need to be considered to truly account for the effect of peer feedback as varied practices elicit different interpersonal variables and the dissimilar roles of provider and receiver have different psychological consequences (Panadero, 2016).”
Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “…students developing capability for evaluative judgement either through strategies that involve self-assessment (e.g. Boud 1992; Panadero et al. 2016), peer assessment (e.g. Panadero 2016; Topping 2010), or self-regulated learning (e.g. Nicol and MacfarlaneDick 2006; Panadero and Alonso-Tapia 2013).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “For example, Panadero (2016), reviewed research on interpersonal factors of PA and concluded that formative approaches to PA (i.e. approaches including peer feedback and the possibility to interact with each other) seem to reduce the impact of negative interpersonal factors (e.g., feelings of…”