Peer assessment as collaborative learning: A cognitive perspective
K. Ingo, and F. Frank. Learning and Instruction, 20 (4):
344-348(2010)
Abstract
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.
%0 Journal Article
%1 kollar2010peer
%A Ingo, Kollar
%A Frank, Fischer
%D 2010
%I Elsevier
%J Learning and Instruction
%K assessment cognitive collaborative education learning peer technology
%N 4
%P 344-348
%T Peer assessment as collaborative learning: A cognitive perspective
%U http://www.telearn.org/open-archive/browse?resource=7345
%V 20
%X 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.
@article{kollar2010peer,
abstract = {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.},
added-at = {2012-03-16T11:10:52.000+0100},
author = {Ingo, Kollar and Frank, Fischer},
biburl = {https://www.bibsonomy.org/bibtex/2329f05f9d2873982669f474578c7e2d0/yish},
interhash = {0ebc850dbe49c1a0644ed42a57694579},
intrahash = {329f05f9d2873982669f474578c7e2d0},
journal = {Learning and Instruction},
keywords = {assessment cognitive collaborative education learning peer technology},
number = 4,
pages = {344-348},
publisher = {Elsevier},
timestamp = {2012-03-16T11:10:53.000+0100},
title = {Peer assessment as collaborative learning: A cognitive perspective},
url = {http://www.telearn.org/open-archive/browse?resource=7345},
volume = 20,
year = 2010
}