Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?

Karen D. Konings*, Marjo van Zundert, Jeroen J. G. van Merrienboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Original languageEnglish
Pages (from-to)85-94
Number of pages10
JournalLearning and Instruction
Volume60
DOIs
Publication statusPublished - Apr 2019

Keywords

  • Peer assessment
  • Task complexity
  • Scaffolding
  • Instruction
  • Cognitive load
  • COGNITIVE-LOAD
  • INSTRUCTIONAL-DESIGN
  • FEEDBACK
  • STUDENTS
  • EXAMPLE
  • COMMUNICATION
  • PERFORMANCE
  • STRATEGIES
  • TEACHERS
  • SCHOOL

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