The influence of peer feedback on self- and peer-assessment of oral skills

By M. Patri. 2002

270 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8e6b5008905ce3642e913bc291f07b4317b47270

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Citations in the corpus

Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms (2009, methodology): “First, although extensive research into self- and peer-assessment in first language pedagogy suggests that self- and peer-assessments are pedagogically beneficial, few ESL/EFL researchers (Cheng & Warren, 1997; Nakamura, 2002; Saito & Fujita, 2004; Patri, 2002) have investigated how effectively stud”
Learning to self-assess oral performance in English: A longitudinal case study (2008, background): “…of self-assessment and engage students in assessment to activate deep learning, several factors are considered essential: clear criteria, training, intervention and feedback, and sufficient practice (AlFallay, 2004, Chen, 2006; Orsmond et al., 2000; Patri, 2002; Stefani, 1998; Taras, 2001).”
Business graduate performance in oral communication skills and strategies for improvement (2014, unknown): “This problem is further impacted by evidence of undergraduates being unable to accurately assess – in relation to facilitators - their own performance (Patri, 2002) and their peers (Dochy, Segers & Sluijsmans, 1999).”
EFL classroom peer assessment: Training effects on rating and commenting (2008, background): “Peer feedback increases the correlation between peer ratings and instructor ratings (Patri, 2002), although marking in general may be inflated (Cheng & Warren, 1999; Patri, 2002; Saito & Fujita, 2004).”
Characteristics and user acceptance of peer rating in EFL writing classrooms (2004, result): “That the peer–instructor tie is stronger than the self-instructor tie is consistent with studies of L2 oral presentations (Patri, 2002; Yamashiro, 1999).”
Assessment Literacy of Foreign Language Teachers: Findings of a European Study (2014, methodology): “Assessment activities, such as self- and peer-assessment, informal assessment, and using portfolios, such as the European Language Portfolio for assessment, have been abundantly discussed in scholarly literature (Lenz, 2004; Oscarsson, 1984, 1997; Patri, 2002; Schneider & Lenz, 2001; Sivan, 2000).”
Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features (2009, background): “This seems to imply that students who engaged in a peer feedback session were better able to make judgements of their peers’ oral presentations than the teacher (Patri, 2002), which was the performance measure of this study.”
What Level of English Proficiency Do Elementary School Teachers Need to Attain to Teach EFL? Case Studies from Korea, Taiwan, and Japan. (2004, background): “Self-assessments have gained much interest in recent years because the field of language learning and teaching has increasingly emphasized learners' autonomy (Patri, 2002) and because self-assessments are efficient and relatively easy to administer; they can take less time, for example, than other t”
‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy (2017, background): “First, peer feedback with firmly-set assessment criteria enables students to judge the performance of their peers comparable to their teachers’ judgments (Patri 2002).”
Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation (2007, background): “Research in the area of self-assessment in language learning grew out of an interest in the area of autonomous learning or learner independence (Patri, 2002).”
IMPLEMENTING COOPERATIVE LEARNING IN EFL TEACHING: PROCESS AND EFFECTS (2002, background): “skills, Patri (2002) also included eye contact and pleasant facial expressions in his”
Peer assessment of language proficiency (2005, background): “Patri (2002) studied the agreement between teacher, self-assessment and peer assessment of students’ oral skills with and without the use of peer feedback.”
The effects of self-assessment among young learners of English (2010, background): “…previous experience in learning the target language (Blanche and Merino, 1989; Davidson and Henning, 1985; Heilenman, 1990; Janssen-van Dieten, 1989; Patri, 2002; Stefani, 1998); the ways in which students understand and respond to items and scales (Heilenman, 1990); age (Butler and Lee, 2006);…”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “Some studies report lower correlations values between self- and teacher assessments than between teacher and peer assessment (Campbell et al., 2001; Langan et al., 2008; Patri, 2002).”
Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “For one thing, empirical studies have substantiated the transfer of incorrect peer feedback to learners’ revised drafts (e.g. W. Cheng & Warren, 2005; Nelson & Carson, 1998; Patri, 2002).”
The impact of stress in self‐ and peer assessment (2005, background): “, 2002), computer projects (Lejk & Wyvill, 2001a) and remedial English classes (Patri, 2002).”