Peer assessment as collaborative learning: A cognitive perspective

被引：131

作者：

Kollar, Ingo ^{[1
]}

Fischer, Frank ^{[1
]}

机构：

[1] Univ Munich, Chair Empir Educ & Educ Psychol, D-80802 Munich, Germany

来源：

LEARNING AND INSTRUCTION | 2010年 / 20卷 / 04期

关键词：

Peer assessment; Collaborative learning; Cognitive processes; Discursive processes; FEEDBACK; INQUIRY; DESIGN;

D O I：

10.1016/j.learninstruc.2009.08.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2009 Elsevier Ltd. All rights reserved.

引用

页码：344 / 348

页数：5

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