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

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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