Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

By Patricia Cartney. 2010

163 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ae5f9311dfbffb862c77d2160b74ae303769bcb4

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In Education

Citations in the corpus

Peer review in higher education: Student perceptions before and after participation (2014, background): “In contrast, student perceptions of formative peer review remain relatively understudied, with a few notable exceptions (e.g. Cartney, 2010; Mostert and Snowball, 2012; Vickerman, 2009).”
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education (2020, background): “In summary, there is cumulative evidence that peer feedback is positively associated with academic achievement in higher education (e.g., Cartney 2010; Falchikov 2001; Nicol 2010; Rust 2002; Sluijsmans et al.”
Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, result): “Based on findings from qualitative data in previous similar studies (e.g., Author et al. 2017; Cartney 2010), in both phases, the teacher had the possibility of identifying the assessors in case unfriendly or hostile messages were given.”
Moving feedback forward: theory to practice (2013, background): “Cartney (2010) discussed how peer-assessment helps students become more familiar with assessment standards.”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Researchers noted that learners’ attendance at these workshops can sometimes be poor unless these are compulsory, and even when learners do attend, their participation can be limited (Cartney, 2010; Price, O’Donovan, & Rust, 2007).”
Rethinking feedback practices in higher education: a peer review perspective (2014, unknown): “One way of engaging students actively with feedback processes that is beginning to receive more attention in higher education is to implement peer review (Liu and Carless 2006; Cartney 2010; Nicol 2011).”
Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018, background): “We are still far off the ‘required cultural shift where assessment is reconceptualised as an active process done with rather than to students’ (Cartney 2010, 55; emphasis added).”
‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy (2017, methodology): “Compared to a plethora of research conducted in the form of written feedback on writing (e.g. Cartney 2010; Yang, Badger, and Yu 2006), studies of verbal peer feedback on oral presentations are much less common.”