Students’ perceptions about peer assessment for writing: their origin and impact on revision work

By J. Kaufman, Christian D. Schunn. 2011

339 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/83c6dd7bab1e237ea48f620ff8cdd9c27ce6e787

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In Education

Citations in the corpus

Peer review in higher education: Student perceptions before and after participation (2014, background): “Most of the studies to date have focused on summative peer assessment, particularly of individual contributions to group projects, and issues concerning the reliability and validity of such assessment methods (e.g. Cheng and Tsai, 2012; Hanrahan and Isaacs, 2001; Kaufman and Schunn, 2011).”
Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality (2015, background): “must provide feedback to weaker students (Kaufman and Schunn 2011).”
How Much Information?: Effects of Transparency on Trust in an Algorithmic Interface (2016, background): “Surveys found positive student attitudes toward peer grading, but also some concern over the fairness and reliability of peer grades [27, 26, 12, 32].”
Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education (2020, background): “Because of the aforementioned biases, it is no surprise that students can perceive intragroup peer-assessment as unfair (Roskams 1999; Kaufman and Schunn 2011; Jin 2012).”
Rethinking feedback practices in higher education: a peer review perspective (2014, neutral): “…students do not learn much from simply grading peer work (Sadler and Good 2006), and others highlighting that students are uncomfortable about being assessed by peers and that they have reservations about the fairness and accuracy of such processes (Liu and Carless 2006; Kaufman and Schunn 2011).”
The power of internal feedback: exploiting natural comparison processes (2020, background): “The literature on the emotional dimensions of feedback, however, invariably focuses on the negative or defensive responses that students exhibit when they receive comments from teachers (Rowe 2017; Ryan and Henderson 2018) or from peers (Kaufman and Schunn 2011).”
Accountability in peer assessment: examining the effects of reviewing grades on peer ratings and peer feedback (2018, background): “Given the importance of the peer ratings in these circumstances, both students and instructors have expressed concern that some students may not be motivated or knowledgeable enough to provide ratings that are consistent with their peers and the instructor (Kaufman and Schunn2011).”