Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students

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Sustainable assessment revisited (2016, background): “…as part of a wider discussion of assessment, some have used sustainable assessment as a rhetorical device to provide a gloss to other agendas (Williams 2008) or take up some elements without referring to the idea and developing these further (e.g. Asghar 2010; Fitzpatrick 2006; Greenbank 2003).”
Peer-to-peer Teaching in Higher Education: A Critical Literature Review (2016, background): ““The interaction between peers allows students to enter the zone of proximal development where a less able peer is able to enter a new area of potential development through problem-solving with someone more able” (Asghar, 2010, p. 406).”