The DOI matches its Crossref record; 45 of the 51 references it cites were found in a registry or an index.
Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality
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In the citing paper
“The act of providing peer feedback also requires students to actively (re)consider the assignment criteria, which may improve their own subsequent writing performance (Flower et al. 1986; Patchan and Schunn 2015).”
From The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis (2019) · cites this paper as Patchan and Schunn 2015
In the citing paper
“With respect to peer-feedback processes, it may help students formulate high-quality feedback messages or deeply elaborate on the feedback they receive from their peers (Lui & Andrade, 2022;Patchan & Schunn, 2015).”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Patchan & Schunn, 2015
In the citing paper
“With respect to peer-feedback processes, it may help students formulate high-quality feedback messages or deeply elaborate on the feedback they receive from their peers (Lui & Andrade, 2022;Patchan & Schunn, 2015).”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Patchan & Schunn, 2015
Citations
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Research works printed but not linked: 1
- Patchan, M. M., Schunn, C. D., & Correnti, R. J. (under review). The nature of feedback—revisited: How feedback features affect students’ willingness and ability to revise.
Cited by
Sorted by citations
Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1424318 · Cited by 318
Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1545896 · Cited by 306
Guo, K., Pan, M., Li, Y., & Lai, C. (2024) · The Internet and Higher Education · doi:10.1016/j.iheduc.2024.100962 · Cited by 173
Patchan, M. M., Schunn, C. D., & Correnti, R. J. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000103 · Cited by 165
Self-citationLatifi, S., Noroozi, O., & Talaee, E. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.13054 · Cited by 163
Metadata
- Authors
- Patchan, M. M., & Schunn, C. D.
- Affiliations
- University of Pittsburgh (US)
- Corresponding author
- Patchan, Melissa M.
- Venue
- Instructional Science
- Published
- 2015-05-30
- Volume
- 43
- Issue
- 5
- Pages
- 591-614
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W918950316
- Cited by
- 181
- References
- 51
- Citations by year
- 2026: 15 · 2025: 18 · 2024: 31 · 2023: 28 · 2022: 13 · 2021: 27 · 2020: 11 · 2019: 12 · 2018: 18 · 2017: 6 · 2016: 2
- FWCI
- 41.02
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- peer feedback, peer assessment, peer review, text quality, writing revision, feedback content, praise and criticism, writing instruction
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