Jan-Willem Strijbos

Education · 2004–2020

A researcher in the Science corpus: 12 papers; trusts 50 researchers and is trusted by 18 researchers here, as inferred from the citation graph.

Subfields

• Education — 182 citations into it; #1,998 of 11,309 by trust here, #1,051 by citations
• Developmental and Educational Psychology — 117 citations into it; #1,555 of 8,223 by trust here, #852 by citations
• Social Psychology — 21 citations into it; #7,900 of 15,694 by trust here, #10,985 by citations
• Experimental and Cognitive Psychology — 17 citations into it
• Sociology and Political Science — 16 citations into it
• Language and Linguistics — 11 citations into it
• Management Science and Operations Research — 10 citations into it
• Artificial Intelligence — 9 citations into it

Whom Jan-Willem Strijbos trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Andy Field
2. Ernesto Panadero
3. B. Zimmerman
4. Keith Topping
5. Heidi L. Andrade
6. N. V. Gennip
7. David H. Jonassen
8. Michael D. Robinson
9. A. Tsui
10. Kwangsu Cho

Who trusts Jan-Willem Strijbos overall

1. Yong Wu
2. Paul E. Resta
3. Peter Reimann
4. Paul A. Kirschner
5. Christian D. Schunn
6. Ernesto Panadero
7. Regine Hampel
8. Thérèse Laferrière
9. Marieke Thurlings
10. Jeroen Janssen

Papers from Jan-Willem Strijbos's perspective

Ordered by how strongly the researchers Jan-Willem Strijbos trusts endorse each paper. Same corpus, a different order for every researcher.

1. Attaining self-regulation: A social cognitive perspective.
2. Self and Peer Assessment in School and University: Reliability, Validity and Utility
3. Self-Regulation in the Classroom: A Perspective on Assessment and Intervention
4. The Impact of Self- and Peer-Grading on Student Learning
5. Focus on Formative Feedback
6. Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education.
7. The use of scoring rubrics: Reliability, validity, and educational consequences
8. The power of feedback. (Healthcare executive)
9. Student perspectives on rubric-referenced assessment
10. The Reliability, Validity, and Utility of Self-Assessment

Their papers

• Designing for interaction: Six steps to designing computer-supported group-based learning (2004) — 440 citations
• Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education (2020) — 139 citations
• A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019) — 97 citations
• Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels (2018) — 78 citations
• The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016) — 332 citations
• Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016) — 173 citations
• The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort (2013) — 190 citations
• Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? (2010) — 374 citations
• Unravelling peer assessment: Methodological, functional, and conceptual developments (2010) — 223 citations
• Content analysis: What are they talking about? (2006) — 594 citations
• Designing electronic collaborative learning environments (2004) — 474 citations
• What we know about CSCL and implementing it in higher education (2004) — 325 citations