Training teachers in peer-assessment skills: effects on performance and perceptions
By Dominique M. A. Sluijsmans *, Saskia Brand-Gruwel, J. V. van Merriënboer, Rob L. Martens. 2004
139 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/871701f4b536e93fa06a1986f2dd43506e2d0b1b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- J. V. van Merriënboer
- Dominique Sluijsmans
- Marieke Thurlings
- P. D. den Brok
- Maryam Alqassab
- Ernesto Panadero
- Filip Dochy
- Patrick Onghena
In Education
- Filip Dochy
- Katrien Struyven
- Ernesto Panadero
- Dominique Sluijsmans
- Sarah Gielen
- Patrick Onghena
- Marieke Thurlings
- J. V. van Merriënboer
Citations in the corpus
- The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, background): “Performance and assessment criteria that are clearly stated can make the learning process more visible and learning needs become more transparent which should enable optimal learning (Kicken, Brand-Gruwel, and van Merriënboer 2008; Hattie 2009; Sluijsmans et al. 2004).”
- Goals of peer assessment and their associated quality concepts (2011, background): “2004 ) try to get a glimpse of these future effects by monitoring peer assessment skills or metacognitive growth in the short term, during formal education.”
- Effective peer assessment processes: Research findings and future directions (2010, background): “Sluijsmans et al. (2004) found that training positively influenced PA skill.”
- Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning (2009, background): “For instance, assessments might be justified by explicitly linking observed behaviors to agreed standards for acceptable performance (Sluijsmans et al. 2002; Sluijsmans et al. 2004).”
- Learning outcomes of teacher professional development activities: a meta-study (2017, methodology): “In two other studies (Olson 2007; Sluijsmans, Brand-Gruwel, and van Merriënboer 2002; Sluijsmans et al. 2004), the control group was used to explore outcomes compared to the experimental group of for instance training (Sluijsmans, Brand-Gruwel, and van Merriënboer 2002; Sluijsmans et al. 2004).”
- An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading (2019, background): “Strijbos et al. (2009) questioned the role of anonymity in formative peer assessment activities that focus on supporting students’ cognitive, interpersonal, and self-regulation skills.”