The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Peer Assessment Training in Teacher Education: Effects on performance and perceptions
Abstract
The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that were embedded in a redesigned course. Analyses of data derived from peer assessment reports written by the students showed that the experimental groups surpassed the control groups in the quality of the assessment skill. As a result of the training, students from the experimental groups also scored significantly higher grades for the end products of the course than students from the control groups. The results of the questionnaire showed that all students were significantly more satisfied with the redesigned course.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks
Falchikov, N., & Goldfinch, J. (2000) · Review of Educational Research · doi:10.3102/00346543070003287 · Cited by 1,170
Research works printed but not linked: 24
- ARTER J., 1996, Student performance assessment in an era of restructuring
- 10.1080/0260293990240405 · DOI · Paper page
- 10.1080/03075079712331381064 · DOI
- CUTLER H., 1995, Assessing competence in higher education
- 10.1016/S0191-491X(97)86211-6 · DOI · Paper page
- 10.1080/03075079912331379935 · DOI · Paper page
- FALCHKOV N., 1995, Innovations in Education and Training International, 32, 175, 10.1080/1355800950320212 · DOI · Paper page
- 10.1080/13562510120045212 · DOI
- 10.1080/0260293950200305 · DOI · Paper page
- 10.1080/07294360123776 · DOI · Paper page
- 10.1080/026029300449254 · DOI
- 10.1080/0260293960210301 · DOI
- 1995, Beroep in beweging. Beroepsproflel leraar primair onderwijs [Profession in action. Vocational training profile for the primary school teacher]
- 10.1111/j.1745-3992.1998.tb00617.x · DOI
- 10.1080/0260293960210304 · DOI · Paper page
- 10.1080/02602930050025006 · DOI · Paper page
- RUSHTON C., 1993, Journal of Computer-Based Instruction, 20, 75
- 10.1023/A:1009932704458 · doi:10.1023/a:1009932704458
- 10.1016/S0191-491X(01)00019-0 · DOI
- SLUIJSMANS D., 2000, A peer assessment model
- SPRANGERS M., 1989, Response shift and the retrospective pre-test
- 10.1080/03098269708725413 · DOI
- 10.1080/02602930050135130 · DOI
- VAN MERRIENBOER J. J. G., 1997, Training complex cognitive stills
Cited by
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Peer feedback: the learning element of peer assessment
Liu, N.-F., & Carless, D. (2006) · Teaching in Higher Education · doi:10.1080/13562510600680582 · Cited by 1,034
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
On-line peer assessment and the role of the peer feedback: A study of high school computer course
Tseng, S.-C., & Tsai, C.-C. (2007) · Computers & Education · doi:10.1016/j.compedu.2006.01.007 · Cited by 293
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
Metadata
- Authors
- Sluijsmans, D. M. A., Brand-Gruwel, S., & van Merriënboer, J. J. G.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2002-09
- Volume
- 27
- Issue
- 5
- Pages
- 443-454
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2024667836
- Cited by
- 276
- References
- 1
- FWCI
- 20.30
- Type
- journal article
- Language
- en
- Open access
- closed
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
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
