Bruce S Rawlings, Helen Elizabeth Davis, Adote Anum, Oskar Burger, Lydia Chen, Juliet Carolina Castro Morales, Natalia Dutra, Ardain Dzabatou, Vivian Dzokoto, Alejandro Erut, Frankie T K Fong, Sabrina Ghelardi, Micah Goldwater, Gordon Ingram, Emily Messer, Jessica Kingsford, Sheina Lew-Levy, Kimberley Mendez, Morgan Newhouse, Mark Nielsen, Gairan Pamei, Sarah Pope-Caldwell, Karlos Ramos, Luis Emilio Echeverria Rojas, Renan A C Dos Santos, Lara G S Silveira, Julia Watzek, Ciara Wirth, Cristine H Legare
Quantifying quality: The impact of measures of school quality on children's academic achievement across diverse societies
Developmental science
ability give receive feedback key skill develop predoctoral dental education use peer feedback specifically offers distinct benefits including different understanding material due peers proximity knowledge development assisting overburdened instructors however unclear peer feedback offers similar quality instructor feedback dental students two different graduation years provided quantitative qualitative peer feedback casebased oral maxillofacial pathology simulation data exercises aggregated analyzed compare quality qualitative feedback course examination scores student perceptions peer feedback also recorded mean quality feedback correlated course examination scores though number times students gave highquality feedback received highquality feedback correlated course examination scores student feedback overall lower quality instructor feedback though significant difference instructor feedback quality maximum student feedback quality received student perceptions utility feedback positive instructor feedback reliable consistent findings suggest instances least one peer moderatesized groups able approximate quality instructor feedback casebased assignments