Continuous assessment for learning: issues of multiple instances of peer feedback in a university course
In the context of continuous assessment for learning in a university course in French-speaking Switzerland, this article studies students’ perception when they receive multiple instances of peer feedback on a written academic assignment carried out in small collaborative groups. How do students, who...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
ADMEE-Canada
2021-01-01
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| Series: | Mesure et Évaluation en Éducation |
| Subjects: | |
| Online Access: | https://doi.org/10.7202/1093105ar |