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, https://doi.org/10.1016/j.chb.2023.107857. 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