The assessment cycle: a model for learning through peer assessment

274 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, unknown): “The same results were found when it comes to peer assessment effects on co-regulation: while there is no empirical evidence showing a direct connection, there are strong theoretical arguments for the claim (Panadero, Jonsson & Strijbos, 2016; Reinholz, 2016).”
The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2018, background): “Importantly, by performing both the role of assessor and being assessed themselves, students’ learning can potentially benefit more than if they are just assessed (Reinholz 2016).”
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): “Second, as suggested by Reinholz (2015), during the workshop sessions, the assessors received three guidelines to support them while giving feedback: (1) make sure your feedback is specific and linked to the matching rubric criteria, (2) give suggestions for future improved performance, and (3)…”