Student involvement in assessment. The training of peer assessment skills.

By Dominique Sluijsmans. 2002

98 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b6b9062c3b13b88d20d934f46b847e325178fab1

How researchers see this paper

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

1. Fred Paas
2. J. V. van Merriënboer
3. Martin Valcke
4. Tammy Schellens
5. Bart Huisman
6. Nadira Saab
7. P. W. van den Broek
8. J. V. van Driel

Citations in the corpus

• Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2018, background): “Furthermore, previous research has shown that practice is crucial for the development of peer assessment skills (Sluijsmans 2002).”
• An inventory of peer assessment diversity (2011, background): “remain fixed or not (Trahasch 2004)? For instance in Sluijsmans et al. (2002), the ‘who assesses whom’ scheme altered after each course.”
• Assessment, learning and judgement in higher education (2009, background): “Standards for Educational and Psychological Testing. Washington DC: American Educational Research Association. Angelo, T. (1999). Doing assessment as if learning matters most.”
• How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, methodology): “74) developed and validated by Sluijsmans (2002). One item that was context-specific for the Sluijsmans (2002) study was omitted from the scale, and some words were changed in order to adapt the subscale to the specific oral presentation situation (for example ‘You can learn from the feedback of pee”
• Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, unknown): “Peer assessment has a similar trajectory with an earlier line of research on peer-grading accuracy (Topping, 2003) and a growing interest on peer assessment effects on learning, increasingly frequently known as peer feedback (Sluijsmans, 2002; Topping, 2009; van Zundert, 2012).”
• Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (2018, background): “Knowing what students perceive as adequate peer feedback and what drives these perceptions can be applied in the training of students in the peer feedback process (see, e.g. Gielen, Dochy, and Onghena 2011; Sluijsmans 2002).”
• Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes (2007, background): “Moreover, the providing of feedback to each other needs to be trained (Sluijsmans, 2002).”