Peer feedback and learning: a case study with 8th-grade Portuguese students
Author:
Affiliation:
1. Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal
2. UIDEF, Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal
3. Escola Secundária Vergílio Ferreira, Lisboa, Portugal
Funder
National Funds
FCT-Portuguese
Foundation for Science and Technology
UIDEF – Unidade de Investigação e Desenvolvimento em Educação e Formação
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/03004279.2024.2364610
Reference38 articles.
1. Aleven, V., A. Ogan, O. Popescu, C. Torrey, and K. Koedinger. 2004. “Evaluating the Effectiveness of a Tutorial Dialogue System for Self-Explanation.” In Intelligent Tutoring Systems, edited by J. C. Lester, R. M. Vicari, and F. Paraguaçu, 443–454. Springer.
2. The Role of Peer-Assessment Versus Self-Assessment in Promoting Autonomy in Language Use: A Case of EFL Learners;Ashraf H.;International Journal of Language Testing,2015
3. Bardin, L. 2011. Análise de conteúdo. São Paulo: Edições, 70.
4. Black, P., C. Harrison, and C. Lee. 2003. Assessment for Learning: Putting it Into Practice. Maidenhead, UK: McGraw-Hill Education.
5. Developing the theory of formative assessment
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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