Promoting formative self-assessment through peer assessment: peer work quality matters for writing performance and internal feedback generation
Abstract Generating quality and accurate internal feedback in self-assessment is challenging for higher education students. Assessing peer works has been linked to enhancing concurrent and follow-up self-assessments in prior research and theoretical models. However, empirical evidence concerning how...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-04-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-025-00522-4 |
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