Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance
By Bart Huisman, Nadira Saab, J. V. van Driel, P. W. van den Broek. 2018
293 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/7e925dc5335a0b44e2fad048adb4a900da7444a3
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Yong Wu
- Bart Huisman
- Christian D. Schunn
- Nadira Saab
- P. W. van den Broek
- J. V. van Driel
- Vanessa Kind
- O. N. Kaya
Citations in the corpus
- The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “…have then also shown that these general document improvements appear to be the result of both receiving comments (Path 2; Huisman et al., 2018; Lu & Law, 2012; Paulus, 1999; M. Yang et al., 2006) and providing comments (Path 3; Huisman et al., 2018; Lu & Law, 2012; Philippakos & MacArthur, 2016).”
- From feedback to revisions: Effects of feedback features and perceptions (2020, background): “Explanatory comments have been found to be positively related to students’ understanding of peer feedback and students’ willingness to respond to it (Gielen et al., 2010; Huisman et al., 2018).”
- The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018, background): “The very act of providing peer feedback can be beneficial as well (Lundstrom and Baker 2009; Cho and MacArthur 2011; Cho and Cho 2011; Lee 2015), for example because it requires students to actively consider the assessment criteria (Huisman et al. 2018).”