Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills
This is a post-peer-review, pre-copyedit version of an article published in European Journal of Psychology of Education 33.1 (2018): 75-99. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10212-017-0339-8
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/681082 |
| Acceso en línea: | http://hdl.handle.net/10486/681082 https://dx.doi.org/10.1007/s10212-017-0339-8 |
| Access Level: | acceso abierto |
| Palabra clave: | Anonymity Peer assessment Peer feedback Psicología |
| Sumario: | This is a post-peer-review, pre-copyedit version of an article published in European Journal of Psychology of Education 33.1 (2018): 75-99. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10212-017-0339-8 |
|---|