Peer and self-assessment practices for writing across the curriculum: learner-differentiated effects on writing achievement
Author:
Affiliation:
1. School of Education, Boston University, Boston, USA
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00131911.2019.1695104
Reference65 articles.
1. Role of Rubric-Referenced Self-Assessment in Learning to Write
2. Rubric‐referenced self‐assessment and middle school students’ writing
3. Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric-Referenced Self-Assessment on Elementary School Students' Writing
4. Creating a Shared Definition of Good and Bad Writing through Revision Strategies
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