Impact of self-construal on rater severity in peer assessments of oral presentations-Reference-Cited by-同舟云学术

Impact of self-construal on rater severity in peer assessments of oral presentations

Published:2023-03-04 Issue:2 Volume:30 Page:203-220
ISSN:0969-594X
Container-title:Assessment in Education: Principles, Policy & Practice
language:en
Short-container-title:Assessment in Education: Principles, Policy & Practice

Author:

Tanaka Mitsuko¹^ORCID,Ross Steven J.²^ORCID

Affiliation:

1. Institute of Liberal Arts, Sciences and Global Education/Graduate School of Sustainable System Sciences, Osaka Metropolitan University, Sakai, Osaka, Japan

2. School of Languages, Literatures, and Cultures, University of Maryland, College Park, MD, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0969594X.2023.2189564

Reference48 articles.

1. A rating formulation for ordered response categories

2. Self- and Peer Assessments of Oral Presentations by First-Year University Students

3. Gender and Academic Major Bias in Peer Assessment of Oral Presentations

4. Understanding the Role of Likeability in the Peer Assessments of University Students’ Oral Presentation Skills: A Latent Variable Approach

5. Bentler, P. M. & Wu, E. J. C. (2012). EQS for Windows (Version 6.2) [Computer software]. Multivariate Software, Inc.

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1. Exploring the Linkage Between Self-Construal and Student Learning Process with Moderation of Demotivation and Disengagement Drawing on TRA;Sage Open;2024-04

2. The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?;Assessment in Education: Principles, Policy & Practice;2023-03-04