Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features

By N. V. Gennip, Mien S. R. Segers, H. Tillema. 2009

213 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/f4eb77ad5a2863e2ee47cca76ee486e833278014

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In Education

In Management Science and Operations Research

Citations in the corpus

Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? (2010, methodology): “For example, Tsui and Ng (2000) found that students perceived teacher and peer feedback as helpful if it provided specific and elaborated revision suggestions.”
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): “In general, individuals who feel psychologically safe are more likely to perceive differences in opinions as opportunities rather than conflicts and to provide candid and critical peer feedback that can lead to higher quality learning outcomes (Lu and Bol 2007; van Gennip et al. 2009).”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “Topping (2009) explains this by linking peer assessment to the provision of immediate, individualized and richer feedback.”
Does peer assessment promote student learning? A meta-analysis (2020, background): “…2019 Informa UK Limited, trading as Taylor & Francis Group there are a few comprehensive literature reviews, but these do not synthesise the effect sizes of peer assessment on learning in quantitative terms (e.g. Sebba et al. 2008; van Gennip, Segers, and Tillema 2009; Chen 2016; Topping 2017).”
Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback (2012, background): “Being able to critically engage with ideas and concepts and to offer critical feedback in meaningful ways are key skills for prospective teachers to possess (van Gennip, Segers, and Tillema 2009) and therefore it was deemed appropriate to encourage their development in this student cohort.”