On-line peer assessment and the role of the peer feedback: A study of high school computer course

By Sheng-Chau Tseng, Chin-Chung Tsai. Comput. Educ., 2007

325 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/c8f8de6fad6daab9b277e566e881367f8116c12d

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Citations in the corpus

The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions. (2016, unknown): “…receiving solutions helped these learners improve their writing performance (AbuSeileek & Abualsha'r, 2014; Bitchener, 2012; Bitchener , Young, & Cameron, 2005; Nelson & Schunn, 2009; Shintani, Ellis, & Suzuki, 2014; Sugita, 2006; Tseng & Tsai, 2007; Van Beuningen, De Jong, & Kuiken, 2012).”
Handbook of Research on Learning and Instruction (2011, background): “Although research examining these variables in association with motor skill learning is progressing, at the present time it is not yet possible to draw conclusions about the association between these variables and motor skill development.”
The development of science activities via on-line peer assessment: the role of scientific epistemological views (2009, methodology): “In order to acquire a better understanding about the role of peer feedback, all of the qualitative feedback given by students was categorized by the framework in Table 2. The same as the definition proposed by Tseng and Tsai (2007) , a piece of feedback or comment was defined as the one which expre”
Online peer assessment: effects of cognitive and affective feedback (2011, background): “Based on Nelson and Schunn (2009), and Tseng and Tsai (2007), comments were first coded as affective and/or cognitive.”
Peer Assessment (2009, background): “Similarly, Tseng and Tsai (2007) found that peer assessment scores were highly correlated with teacher scores.”
The role of feedback and self-efficacy on web-based learning: The social cognitive perspective (2008, background): “Research suggests that feedback is one of the most significant sources of information helping individual students to correct misconceptions, reconstruct knowledge, support metacognitive processes, improve academic achievement, and enhance motivation (Clark & Dwyer, 1998; Foote, 1999; Warden, 2000; Z”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “…/ ISSN 1747-7565 online C© 2012 Taylor & Francis http://dx.doi.org/10.1080/09658416.2011.639884 http://www.tandfonline.com to learner–learner interaction is still under-investigated (but see, for written peer CF, De Guerrero & Villamil, 2000; Liu & Hansen, 2002; Sheen, 2010; Tseng & Tsai, 2007).”
From feedback to revisions: Effects of feedback features and perceptions (2020, methodology): “Second, peer scores have been found to be reliable and valid in prior research (e.g., Cho, Schunn, & Wilson, 2006; Russell et al., 2017), especially when multiple peer reviewers are involved (Cho et al., 2006; Tseng & Tsai, 2007) and accountability features are used (Paré & Joordens, 2008).”
The nature of feedback: how different types of peer feedback affect writing performance (2009, methodology): “In addition, segments with explicit solutions were coded for explanations of the solution (present or absent).”