Peer assessment of language proficiency

By Winnie Cheng, M. Warren. 2005

228 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/8c8b0689a0993df2bee804374dbab9c5747d74c3

How researchers see this paper

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

In Education

1. Harm J. A. Biemans
2. Judith T. M. Gulikers
3. Martin Mulder
4. Luc De Grez
5. Huahui Zhao
6. Irene Roozen
7. Martin Valcke
8. Sumie Matsuno

In Information Systems

1. Huahui Zhao
2. Martin Valcke
3. Judith T. M. Gulikers
4. Sumie Matsuno
5. Ricky Lam

Citations in the corpus

• Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms (2009, methodology): “When quantitative methods were conducted, they were mostly done by calculating simple correlations (e.g., Patri, 2002) and paired t-tests (e.g., Cheng & Warren, 2005) using the true-score approach.”
• Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “…the facilitative role of L1 also indicates the impact of learners’ limited ESL/EFL proficiency on the use of peer feedback, as suggested in other empirical studies (W. Cheng & Warren, 2005; Liu & Sadler, 2003; Mangelsdorf & Schlumberger, 1992; Nelson & Murphy, 1992; Oscarson, 1997; Storch, 2005).”
• Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education (2015, background): “…peer feedback (De Grez et al., 2010a), other researchers mentioned that not all students prefer peer evaluations (Baker & Thompson, 2004), especially when students do not feel competent about certain assessment criteria for developing oral presentation competence (e.g. Cheng & Warren, 2005).”
• How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “The findings of Cheng and Warren (2005) showed that students reflected a low level of comfort in a peer assessment situation, and a low degree of confidence in their personal peer assessment skills. This suggests that low self-efficacy levels for peer assessment skills can affect the nature and qual”