Volume 33, Issue 1

Search all European Journal of Psychology of Education articles

January 2018

Promoting learning by leveraging the collaborative nature of formative peer assessment with instructional scaffolds

Issue Editors:

Jan-Willem Strijbos,
Astrid Wichmann

11 articles in this issue

Promoting learning by leveraging the collaborative nature of formative peer assessment with instructional scaffolds
Jan-Willem Strijbos
Astrid Wichmann
OriginalPaper 19 October 2017 Pages: 1 - 9
Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels
Maryam Alqassab
Jan-Willem Strijbos
Stefan Ufer
OriginalPaper 19 August 2017 Pages: 11 - 30
Effects of written peer-feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing
Markus Berndt
Jan-Willem Strijbos
Frank Fischer
OriginalPaper 13 August 2017 Pages: 31 - 49
Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning
Olia E. Tsivitanidou
Costas P. Constantinou
Mathias Ropohl
OriginalPaper 19 September 2017 Pages: 51 - 73
Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills
Tijs Rotsaert
Ernesto Panadero
Tammy Schellens
OriginalPaper 04 August 2017 Pages: 75 - 99
Formative peer assessment in primary school: the effects of involving pupils in setting assessment criteria on their appraisal and feedback style
Martijn J. M. Leenknecht
Frans J. Prins
OriginalPaper 09 August 2017 Pages: 101 - 116
Effects of a formative assessment script on how vocational students generate formative feedback to a peer’s or their own performance
Olaf Peters
Hermann Körndle
Susanne Narciss
OriginalPaper 28 August 2017 Pages: 117 - 143
Using feedback requests to actively involve assessees in peer assessment: effects on the assessor’s feedback content and assessee’s agreement with feedback
Michiel Voet
Mario Gielen
Bram De Wever
OriginalPaper 10 August 2017 Pages: 145 - 164
Leveraging the potential of peer feedback in an academic writing activity through sense-making support
Astrid Wichmann
Alexandra Funk
Nikol Rummel
OriginalPaper 05 September 2017 Pages: 165 - 184
Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue
Anne Deiglmayr
OriginalPaper 23 October 2017 Pages: 185 - 198
Acknowledgments

Acknowledgments 07 December 2017 Pages: 199 - 200

Volume 33, Issue 1

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