Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously

M. J. van Zundert, K. D. Konings*, D. M. A. Sluijsmans, J. J. G. van Merrienboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Original languageEnglish
Pages (from-to)541-557
JournalEducational Studies
Issue number5
Publication statusPublished - 2012


  • instruction
  • peer assessment
  • domain-specific
  • task complexity
  • cognitive load

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