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An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices
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“The benefits of gaining reflective thinking reinforced Vietnamese students' familiarity with the assessment criteria; therefore, they were triggered to fully comprehend how their essays are normally marked and how the marking descriptions can be interpreted (C. L. Lai & Hwang, 2015; Reinholz, 2016).”
From Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context (2020) · cites this paper as C. L. Lai & Hwang, 2015
Citations
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Metadata
- Authors
- Lai, C.-L., & Hwang, G.-J.
- ORCID
- Hwang, Gwo-Jen
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2015-07
- Volume
- 85
- Pages
- 149-159
- ISSN
- 0360-1315
- Cited by
- 78
- References
- 5
- Language
- en
- Funders
- National Science Council of the Republic of China (NSC 99-2511-S-011-011-MY3, NSC 100-2631-S-011-003)
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