All research has been conducted at the University of Pittsburgh’s Learning Research and Development Center.

Xiong, Y. Schunn, C. D., & Wu, Y. (In press). What predicts variation in reliability and validity of online peer assessment?: A large-scale cross-context study. Journal of Computer Assisted Learning. View

Yu, Qiuchen, and Christian D. Schunn. (2023) “Understanding the What and When of Peer Feedback Benefits for Performance and Transfer.” Computers in Human Behavior, vol. 147, 2023, p. 107857, View

Wu, Y., & Schunn, C. D. (2022). Assessor writing performance on peer feedback: Exploring the relation between assessor writing performance, problem identification accuracy, and helpfulness of peer feedback. Journal of Educational Psychology. Advance online publication. View

Zong, Zheng & Schunn, Christian & Wang, Yanqing. (2021). What aspects of online peer feedback robustly predict growth in students’ task performance?. Computers in Human Behavior. 124. 106924. 10.1016/j.chb.2021.106924. View

Wu, Yong & Schunn, Christian. (2020). When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback. Contemporary Educational Psychology. 101897. 10.1016/j.cedpsych.2020.101897. View

Wu, Yong & Schunn, Christian. (2020). The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students. American Educational Research Journal. 10.3102/0002831220945266. View

Patchan, M. M., Schunn, C.D., & Clark, R. (2017). Accountability in peer assessment: examining the effects of reviewing grades on peer ratings and peer feedback. Studies in Higher Education, 43(12), 2263-2278. View

Godley, A. J., DiMartino, S., & Loretto, A. (2016). Secondary Students’ Perceptions of Peer Review in Writing. Research in the Teaching of English, Volume 51, Number 2. View

Schunn, C. D., Godley, A. J., & DiMartino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent & Adult Literacy. View

Patchan, M. M. (2011). Peer review of writing: Learning from revision using peer feedback and reviewing peers’ texts. Doctoral dissertation, Cognitive Psychology, University of Pittsburgh. View

Patchan, M. M., Schunn, C.D., & Russell, R. (2011). Writing in natural sciences: Understanding the effects of different types of reviewers on the writing process. Journal of Writing Research, 2(3), 365-393. View

Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 27(4), 375-401. View

Patchan, M. M., Charney, D., & Schunn, C. D. (2009). A validation study of students’ end comments: Comparing comments by students, a writing instructor, and a content instructor. Journal of Writing Research, 1(2), 124-152. View

Wooley, R., Was, C., Schunn, C.D., & Dalton, D.W. (2008). The Effects of Feedback Elaboration on the Giver of Feedback, from the proceedings of the Annual Meeting of the Cognitive Science society. Download: View

Cho, K., Chung, T. R., King, W. R., & Schunn, C. D. (2008). Peer-based computer-supported knowledge refinement: An empirical investigation. Communications of the ACM, 51(3), 83-88. View

Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers and Education, 48(3), 409-426. View

Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260-294. View

Cho, K., Schunn, C. D., & Wilson, R. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891-901. View

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