A conceptual framework for integrating peer assessment in teacher education

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Goals of peer assessment and their associated quality concepts (2011, background): “Sluijsmans and Prins ( 2006 ) also found that training student assessors in assessment skills has positive effects on their development of content‐related skills.”
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum (2010, methodology): “Nevertheless, the amount of training and guidance for the peer assessors in our study should still be labelled minimal compared to thorough training programs for students in giving feedback in some other studies (see, eg, Sluijsmans & Prins, 2006 ).”
An inventory of peer assessment diversity (2011, background): “This is important in order to understand how familiar students are with peer assessment (Sluijsmans and Prins 2006 ), but also to anticipate the risk of students resenting having to participate in peer assessment too often (Ballantyne, Hughes, and Mylonas 2002 ).”
Student perspectives on formative peer assessment: an attempt to deepen learning? (2009, background): “In the case of formative assessment (peer review) we can ask if feedback from fellow students will be accurate and valuable, and this can be improved by the introduction of clear criteria (Sluijsmans 2006 ).”