Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills
Crossref DOI link: https://doi.org/10.1007/s10212-017-0339-8
Published Online: 2017-08-04
Published Print: 2018-01
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Rotsaert, Tijs http://orcid.org/0000-0001-7946-2096
Panadero, Ernesto
Schellens, Tammy
Funding for this research was provided by:
Universiteit Gent (BOF13/24J/115)
Ramon y Cajal (ES) (RYC-2013-13469)
License valid from 2017-08-04