A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum

By Sarah Gielen, Lies Tops, Filip Dochy, Patrick Onghena, Stijn Smeets. 2010

168 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/fc58e55e2c811221edfb4f7a82df2ede5bc6615c

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In Information Systems and Management

Citations in the corpus

Peer review in higher education: Student perceptions before and after participation (2014, background): “Several studies have shown that peers are capable of providing reliable feedback that is of equal value to that provided by the instructor (Cho et al., 2006; Gielen et al., 2010), although this can depend on how the process is implemented.”
Does peer assessment promote student learning? A meta-analysis (2020, background): “…Ford (1973) 2 E Undergraduate English composition Essay writing Ghanbari et al. (2015) 1 E Post-secondary English as a foreign language Essay writing Gielen et al. (2010) 3 Q 7th grade Dutch language Essay writing Grami (2010) 1 Q Undergraduate English as a second language Essay writing Guasch et…”
The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers (2012, background): “, 2006; Zheng, 2007; Gielen et al., 2010; etc.). For example, Shaw (2002) discovered the motivating impact of peer reviewing in the training of writing skills for college students. Gielen et al.'s (2010) study showed the positive impact on students' writing performance. Wen-Shuenn (2006) explored po”
Improving the effectiveness of peer feedback for learning (2009, background): “…type of intervention aiming both at raising feedback quality and the response to it, is the adoption of an ‘a priori question form’ (assessees formulate their feedback needs; see, e.g., Gielen et al., 2010) combined with a feedback form prompting the assessor to address these needs in the feedback.”
The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “…have then also shown that these general document improvements appear to be the result of both receiving comments (Path 2; Huisman et al., 2018; Lu & Law, 2012; Paulus, 1999; M. Yang et al., 2006) and providing comments (Path 3; Huisman et al., 2018; Lu & Law, 2012; Philippakos & MacArthur, 2016).”
The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2018, background): “Some of the characteristics that have been proposed to moderate the efficacy of feedback include anonymity (e.g., Rotsaert et al. 2018; Yu and Liu 2009), scaffolding (e.g., Panadero and Jonsson 2013), quality and timing of the feedback (Diab 2011), and elaboration (e.g., Gielen et al. 2010b).”