The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers’ implementation
Open accessOverview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Harris and Brown (2013) found that good classroom relations between teachers and students are essential, and making mistakes should be viewed as an opportunity to learn by both teachers and students.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Harris and Brown (2013)
In the citing paper
“Several studies focused on peer-and self-assessment as a way of involving students”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Harris & Brown, 2013
In the citing paper
“Harris and Brown (2013) found that it is important that teachers explicitly articulate a rationale for the use of peer-and self-assessments, and communicate this with students.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Harris and Brown (2013)
Citations
Cites
A General Inductive Approach for Analyzing Qualitative Evaluation Data
Thomas, D. R. (2006) · American Journal of Evaluation · doi:10.1177/1098214005283748 · Cited by 10,858
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Flawed Self-Assessment: Implications for Health, Education, and the Workplace
Dunning, D., Heath, C., & Suls, J. M. (2004) · Psychological Science in the Public Interest · doi:10.1111/j.1529-1006.2004.00018.x · Cited by 1,865
Formative assessment: a critical review
Bennett, R. E. (2011) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2010.513678 · Cited by 1,498
Handbook of Formative Assessment
Andrade, H. (2010) · doi:10.4324/9780203874851 · Cited by 663
Improving the effectiveness of peer feedback for learning
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.007 · Cited by 615
Effective peer assessment processes: Research findings and future directions
van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.004 · Cited by 536
van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.010 · Cited by 259
Unravelling peer assessment: Methodological, functional, and conceptual developments
Strijbos, J.-W., & Sluijsmans, D. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.002 · Cited by 223
Secondary school students’ conceptions of assessment and feedback
Peterson, E. R., & Irving, S. E. (2008) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.05.001 · Cited by 193
Research works printed but not linked: 23
- Andrade, 2009, Promoting learning and achievement through self-assessment, Theory Into Practice, 28, 12, 10.1080/00405840802577544 · DOI
- Brown, 2006, Teachers' conceptions of assessment: Validation of an abridged instrument, Psychological Reports, 99, 166, 10.2466/PR0.99.5.166-170 · DOI
- Brown, 2009, Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability, Journal of Multidisciplinary Evaluation, 6, 68, 10.56645/jmde.v6i12.236 · DOI
- Brown, 2009, Use of interactive-informal assessment practices: New Zealand secondary students’ conceptions of assessment, Learning & Instruction, 19, 97, 10.1016/j.learninstruc.2008.02.003 · DOI · Paper page
- Cooper, 2010, Collaborative research for assessment for learning, Teaching and Teacher Education, 26, 979, 10.1016/j.tate.2009.10.040 · DOI
- Cowie, 2005, Pupil commentary on assessment for learning, Curriculum Journal, 16, 137, 10.1080/09585170500135921 · DOI
- Crooks, 2002, Educational assessment in New Zealand schools, Assessment in Education: Principles, Policy & Practice, 9, 237, 10.1080/0969594022000001959 · DOI
- Dochy, 1999, The use of self-, peer and co-assessment in higher education: a review, Studies in Higher Education, 24, 331, 10.1080/03075079912331379935 · DOI · Paper page
- Falchikov, 1989, Student self-assessment in higher education: a meta-analysis, Review of Educational Research, 59, 395, 10.3102/00346543059004395 · DOI · Paper page
- Falchikov, 2000, Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks, Review of Educational Research, 70, 287, 10.3102/00346543070003287 · DOI · Paper page
- van Gennip, 2009, Peer assessment for learning from a social perspective: the influence of interpersonal variables and structural features, Educational Research Review, 4, 41, 10.1016/j.edurev.2008.11.002 · DOI · Paper page
- Gerritsen, 1999, Guideline changes welcomed, New Zealand Education Gazette, 78
- Harris, 2009, The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students, Assessment in Education: Principles, Policy and Practice, 16, 365, 10.1080/09695940903319745 · DOI
- Hattie, 2003, A national teacher-managed, curriculum-based assessment system: Assessment Tools for Teaching & Learning (asTTle), International Journal of Learning, 10, 771
- Kennedy, 2011, Holding policy-makers to account: exploring ‘soft’ and ‘hard’ policy and the implications for curriculum reform, London Review of Education, 9, 41, 10.1080/14748460.2011.550433 · DOI
- Munns, 2006, Student engagement and student self-assessment: the REAL framework, Assessment in Education: Principles, Policy & Practice, 13, 193, 10.1080/09695940600703969 · DOI
- Noonan, 2005, Peer- and self-assessment in high schools, Practical Assessment, Research, and Evaluation, 10, 1
- Ploegh, 2009, In search of quality criteria in peer assessment practices, Studies in Educational Evaluation, 35, 102, 10.1016/j.stueduc.2009.05.001 · DOI
- Raider-Roth, 2005, Trusting what you know: negotiating the relational context of classroom life, Teachers College Record, 107, 587, 10.1177/016146810510700403 · DOI
- Ross, 2006, The reliability, validity, and utility of self-assessment, Practical Assessment, Research, and Evaluation, 11, 1
- Ross, 1998, Skills training versus action research in-service: impact on student attitudes to self-evaluation, Teaching and Teacher Education, 14, 463, 10.1016/S0742-051X(97)00054-1 · DOI
- Topping, 1998, Peer assessment between students in colleges and universities, Review of Educational Research, 68, 249, 10.3102/00346543068003249 · DOI · Paper page
- Tsivitanidou, 2011, Investigating secondary school students' unmediated peer assessment skills, Learning and Instruction, 21, 506, 10.1016/j.learninstruc.2010.08.002 · DOI
Cited by
Sorted by citations
A Critical Review of Research on Student Self-Assessment
Andrade, H. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00087 · Cited by 810
“Brown and Harris (2013) defined self-assessment in the K-16 context as a “descriptive and evaluative act carried out by the student concerning his or her own work and academic abilities” (p. 368).”
BackgroundInfluentialA review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389
The future of student self-assessment: a review of known unknowns and potential directions.
Panadero, E., Brown, G. T. L., & Strijbos, J.-W. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9350-2 · Cited by 388
“For example, based on in-depth case studies of three teachers’ classrooms, Harris and Brown (2013) concluded that students were much more aware of interpersonal factors (e.g., having their SSA seen by classmates or by the teacher) impinging on realistic SSA than were their teachers.”
BackgroundSelf-citationFormative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330
A cyclical self-assessment process: towards a model of how students engage in self-assessment
Yan, Z., & Brown, G. T. L. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1260091 · Cited by 275
Self-citation
Metadata
- Authors
- Harris, L. R., & Brown, G. T. L.
- Affiliations
- Central Queensland University (AU)
- University of Auckland (NZ)
- Corresponding author
- Harris, Lois R.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2013-11
- Volume
- 36
- Pages
- 101-111
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2090543156
- Cited by
- 193
- References
- 68
- Citations by year
- 2026: 6 · 2025: 15 · 2024: 20 · 2023: 19 · 2022: 16 · 2021: 23 · 2020: 15 · 2019: 21 · 2018: 14 · 2017: 10 · 2016: 13 · 2015: 11 · 2014: 8 · 2013: 2
- FWCI
- 54.90
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Teaching and Teacher Education (publishedVersion)
- Acquire (CQUniversity) (submittedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Figshare (submittedVersion, cc-by)
- ResearchSpace (University of Auckland) (submittedVersion, other-oa)
- Funders
- University of Auckland
- Hong Kong Institute of Education
- Ministry of Education- New Zealand
- 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 assessment, self-assessment, student learning improvement, teacher perceptions, student perceptions, student self-regulation, assessment accuracy, classroom implementation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
