Peer and self‐assessment in the first year of university

By D. Nulty. 2011

105 citations recorded by the source corpus.

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Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018, background): “gaining more work-relatable skills and ‘work-integrated learning’, it is not surprising that there is an increasingly strong advocacy for its use (Boud and Falchikov 2007; Nulty 2011).”
Peer review in higher education: Student perceptions before and after participation (2014, background): “Despite this, Nulty (2010) argues, while the students may find the process challenging at times, they should be given the opportunity to learn and develop skills that will aid them throughout their university course.”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, background): “Methods for increasing student participation in assessment include self- and peer-assessment (van Zundert, Sluijsmans, and Van Merriënboer 2010; Nulty 2011), the development of learning communities (Price et al. 2008), dialogic feedback (Nicol 2010; Carless et al. 2011), developing shared…”