European Journal of Psychology of Education

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  Año 2018, Vol. 33, Número 1. Dedicado a: Promoting learning by leveraging the collaborative nature of formative peer assessment with instructional scaffolds / coord. por Jan-Willem Strijbos, Astrid Wichmann

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

    Jan-Willem Strijbos, Astrid Wichmann

    • Resumen

    págs. 1-9

    
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    Training peer-feedback skills on geometric construction tasks: Role of domain knowledge and peer-feedback levels

    Maryam Alqassab, Jan-Willem Strijbos, Stefan Ufer

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    págs. 11-30

    
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    Effects of written peer-feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing

    Markus Berndt, Jan-Willem Strijbos, Frank Fischer

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    págs. 31-49

    
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    Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning

    Olia E. Tsivitanidou, Costas P. Constantinou, Peter Labudde, Silke Rönnebeck, Mathias Ropohl

    • Resumen

    págs. 51-73

    
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    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

    • Resumen

    págs. 75-99

    
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    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

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    págs. 101-116

    
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    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

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    págs. 117-143

    
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    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, Ruth Boelens, Bram De Wever

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    págs. 145-164

    
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    Leveraging the potential of peer feedback in an academic writing activity through sense-making support

    Astrid Wichmann, Alexandra Funk, Nikol Rummel

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    págs. 165-184

    
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    Instructional scaffolds for learning from formative peer assessment: Effects of core task, peer feedback, and dialogue

    Anne Deiglmayr

    • Resumen

    págs. 185-198