Self-assessment complements peer assessment for undergraduate students in an academic writing task
Author:
Affiliation:
1. The University of Hong Kong, Hong Kong, China
2. Lanzhou University, Lanzhou, China
3. The Hong Kong Polytechnic University, Hong Kong, China
4. Zhejiang University, Hangzhou, China
5. Macau University of Science and Technology, Macau, China
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02602938.2022.2069225
Reference43 articles.
1. Researching feedback dialogue: an interactional analysis approach
2. The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance
3. Inferring mindful cognitive-processing of peer-feedback via eye-tracking: role of feedback-characteristics, fixation-durations and transitions
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