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Article Dans Une Revue Learning and Instruction Année : 2010

Peer assessment as collaborative learning: a cognitive perspective

Résumé

Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that research on peer assessment is currently in a stage of adolescence, grappling with the developmental tasks of identity formation and affiliation. Identity formation may be achieved by efforts towards a shared terminology and joint theory building, whereas affiliation may be reached by a more systematic consideration of research in related fields. To reach identity formation and affiliation, preliminary ideas for a cognitively toned, process-related model of peer assessment and links to related research fields, especially to research on collaborative learning, are presented. (http://www.sciencedirect.com/science/article/pii/S0959475209000772)
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Dates et versions

hal-00703943 , version 1 (04-06-2012)

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  • HAL Id : hal-00703943 , version 1

Citer

Ingo Kollar, Frank Fischer. Peer assessment as collaborative learning: a cognitive perspective. Learning and Instruction, 2010, 20(4), pp.344-348. ⟨hal-00703943⟩

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