Self-Grading and Peer-Grading for Formative and Summative Assessments in 3rd Through 12th Grade Classrooms: A Meta-Analysis

By Carmen Sanchez, Kayla M. Atkinson, Alison C. Koenka, Hannah Moshontz, H. Cooper. 2017

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cdbf6474cbc07c34c3fb3173418cd185bef33e80

How researchers see this paper

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

In Developmental and Educational Psychology

1. Heidi L. Andrade
2. Ernesto Panadero
3. A. Jonsson
4. Gavin T. L. Brown
5. Zi Yan
6. J. Alonso-Tapia
7. Lois R. Harris
8. J. Botella

In Education

1. C. Hunter
2. Rurik Tywoniw
3. Yao Xiong
4. Xiuyan Guo
5. Hongli Li
6. Heidi L. Andrade
7. Ernesto Panadero
8. Zi Yan

Citations in the corpus

• Does peer assessment promote student learning? A meta-analysis (2020, background): “This confirms previous literature on the benefits of peer assessment for student learning (Sebba et al. 2008; Sanchez et al. 2017; Topping 2017).”
• A Critical Review of Research on Student Self-Assessment (2019, result): “Without exception, those 20 studies, plus the two meta-analyses (Graham et al., 2015; Sanchez et al., 2017) demonstrated a positive association between self-assessment and learning.”