Web-based peer assessment: feedback for students with various thinking-styles

By Sunny S. J. Lin, Eric Zhi-Feng Liu, Shyan-Ming Yuan. Journal of Computer Assisted Learning, 2001

334 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c02ad75c761a24db7d375adb01a6df0d7f3a3cd4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills (2018, background): “Lin, Liu, and Yuan (2001) noted that an Internet-assisted assessment system can provide anonymity and assessment without much investment by the teacher in encoding information.”
Educational Research and Reviews (2006, background): “As a result, students do not have to fear the social consequences of giving poor evaluations (Lin et al., 2001) and students engaging in inter-class peer review do not have positive or negative personal feelings for other groups’ members coloring their judgment, which makes the reviews more accurate”
Effective peer assessment processes: Research findings and future directions (2010, background): “The study by Lin et al. (2001) also revealed an interaction effect, namely low executive thinkers did better when receiving specific feedback instead of holistic feedback, whereas the feedback specificity did not matter for high executive thinkers.”
On-line peer assessment and the role of the peer feedback: A study of high school computer course (2007, methodology): “Moreover, Lin et al. (2001a) suggested that web-based peer assessment at least has the following advantages over traditional paper-and-pencil peer assessment: 1.”
Peer Feedback in Learning English Writing: Advantages and Disadvantages (2013, background): “Lin et al., (2001) in their study found that specific peer”
Online peer assessment: effects of cognitive and affective feedback (2011, background): “Online systems can increase the willingness of students to engage in peer assessment by allowing them to anonymously grade and provide feedback when and where they like (Lin et al. 2001; Tsai 2009).”
The development of science activities via on-line peer assessment: the role of scientific epistemological views (2009, background): “As peer assessment highlights peer interactions and feedback for learning, some educators believe that its practice is based on the theory of social constructivism ( Lin et al. 2001; Yu et al. 2005).”
The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “Second, both students and teachers worry about peers having sufficient expertise to provide valid feedback (Lin et al., 2001).”
University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment (2006, background): “…of interviews and quantitative instruments, such as the one developed in this study, may also reveal students' views toward PA feedback using online interfaces and the relationship between feedback and learning processes/outcomes as mentioned by research studies (Lin et al. 2001; Tsai et al. 2002).”