Çevik, Y. D., Haşlaman, T., & Çelik, S. (2015). The effect of peer assessment on problem solving skills of prospective teachers supported by online learning activities. Studies in Educational Evaluation, 44, 23-35.
Kearney, S., Perkins, T., & Kennedy-Clark, S. (2015). Using self- and peer-assessments for summative purposes: Analysing the relative validity of the AASL (authentic assessment for sustainable learning) model. Assessment & Evaluation in Higher Education, 1-14.
Nordrum, L., Evans, K., & Gustafsson, M. (2013). Comparing student learning experiences of in-text commentary and rubric-articulated feedback: Strategies for formative assessment. Assessment & Evaluation in Higher Education, 38(8), 919-940.
Rimor, R., Rosen, Y., & Naser, K. (2010). Complexity of social interactions in collaborative learning: The case of online database environment. Interdisciplinary Journal of E-Learning & Learning Objects, 6, 355-365.
Suñol, J.J., Arbat, G., Pujol, J., Feliu, L., Fraguell, R.M., & Planas-Lladó, A. (2015). Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education, 1-16.
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