Peer Assessment Training in Teacher Education: Effects on performance and perceptions

By Dominique Sluijsmans, Saskia Brand-Gruwel, J. V. van Merriënboer. 2002

275 citations recorded by the source corpus.

Subfields: Education, Information Systems, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/8ed7e679d8d3d56f89fc3e4272bb8c3557e75a1e

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Citations in the corpus

Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review (2015, background): “Peer feedback also improves when students are trained on how to assess peers and give feedback (Sluijsmans et al. 2002).”
Student perceptions of peer assessment: an interdisciplinary study (2014, background): “This means investing time in instructions and training to enhance students’ assessment skills (Sluijsmans, Brand-Gruwel, and Merriënboer 2002).”
Improving the effectiveness of peer feedback for learning (2009, methodology): “These characteristics are a synthesis of key characteristics identified by Kim (2005), Sluijsmans et al. (2002) and Prins et al. (2006), and are termed ‘‘constructive feedback’’.”
Peer feedback: the learning element of peer assessment (2006, background): “Focus on reliability of peer assessment The existing literature on peer assessment has been dominated by studies of peer tutor grade correlations (Sluijsmans et al ., 2002).”
Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features (2009, methodology): “Three out of four studies describe a peer assessment setting in which peers were of similar ability, assessors scored as individuals, and the assessees were groups of students (Stanier, 1997; Lin et al., 2002; Sluijsmans et al., 2002).”
Goals of peer assessment and their associated quality concepts (2011, background): “Some studies (Sluijsmans and Prins 2006 ; Sluijsmans, Brand‐Gruwel, and van Merrienboer 2002 ; Sluijsmans et al.”
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).”
La evaluación entre iguales : beneficios y estrategias para su práctica en la universidad (2012, background): “…qué criterios de evaluación se tendrán en cuenta (Falchikov y Goldfinch, 2000), qué peso tendrá la evaluación realizada por ellos en la evaluación global dirigida por el profesorado (Sluijsmans et ál., 2002) o si la evaluación entre iguales será asignada al azar, como recomienda Topping (2003).”