Assessor or assessee: How student learning improves by giving and receiving peer feedback

By Lan Li, Xiongyi Liu, A. Steckelberg. British Journal of Educational Technology, 2010

391 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/896a03b5cec6d16cbc05a9121b1da0e8a597f323

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

In Education

Citations in the corpus

Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality (2015, background): “Several studies supported this hypothesis—students learned more after providing elaborated feedback that included descriptions of problems and scaffolded solutions (Li et al. 2010, 2012; Topping et al. 2013).”
Peer reviewers learn from giving comments (2011, background): “As shown in peer assessment research (Althauser and Darnall 2001; Li et al. 2010 ), the quality of given-comments determined the quality of the revised writing.”
Peer review in higher education: Student perceptions before and after participation (2014, background): “This is understandable, given that writing reviews provides as much (or more) learning potential than simply receiving feedback (Li et al., 2010; Lundstrom and Baker, 2009).”
Does peer assessment promote student learning? A meta-analysis (2020, background): “Despite the challenges associated with conducting peer assessments (Topping 2003), involvement in peer assessment does enhance student learning (Dochy, Segers, and Sluijsmans 1999; Sebba et al. 2008; Li, Liu, and Steckelberg 2010).”
Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models (2017, background): “As assessees, students receive feedback and may make adjustments (Li et al., 2010).”
Online peer assessment: effects of cognitive and affective feedback (2011, background): “Assessors who provide high quality feedback have better learning outcomes (Li et al. 2010; Liu et al. 2001).”
Giving or receiving feedback: which is more beneficial to students’ learning? (2018, background): “Active involvement by students is directly linked to students’ empowerment (Panadero and Dochy 2014) and has the potential of contributing to lifelong-learning process and professional skill development (Li, Liu, and Steckelberg 2010).”