SANDVOLL, R. S. When intentions meet reality: Consonance and dissonance in teacher approaches to peer assessment. Canadian Journal of Higher Education, [S. l.], v. 44, n. 2, p. 118–134, 2014. DOI: 10.47678/cjhe.v44i2.183858. Disponível em: https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/183858. Acesso em: 5 may. 2024.