
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.
Item Type: | Journal article |
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Keywords: | Peer assessment; Collaborative learning; Cognitive processes; Discursive processes |
Faculties: | Psychology and Education Science > Department Psychology > Education and Educational Psychology |
Subjects: | 100 Philosophy and Psychology > 150 Psychology 300 Social sciences > 370 Education |
URN: | urn:nbn:de:bvb:19-epub-12923-6 |
Language: | English |
Item ID: | 12923 |
Date Deposited: | 09. May 2012, 11:56 |
Last Modified: | 04. Nov 2020, 12:53 |