Peer assessment as collaborative learning: A cognitive perspective

By Ingo Kollar, Frank Fischer. 2010

270 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fcbfdf71887f92d95a3ea970299c3eac705fc8a2

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, background): “Peer review is influential in creating a more participatory learning culture within the learning environment (Kollar & Fischer, 2010).”
Peer assessment without assessment criteria (2014, background): “The promotion and valuing of peer learning (Slavin 1991) is a common motivation for implementing and studying peer assessment (Topping 2003; Gielen et al. 2011; Kollar and Fischer, 2010; van Steendam et al. 2010; van Zundert, Sluijsmans and van Merriënboer 2010).”
The assessment cycle: a model for learning through peer assessment (2016, background): “Although prior studies demonstrate the learning potential of peer assessment, there is still a lack of common terminology and widely accepted theoretical model of how such activities support learning (Kollar and Fischer 2010).”
The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning (2019, background): “Of course, not always providing peer feedback opportunities for students result in positive learning outcomes since peer feedback demand for high cognitive processing which would not happen intrinsically (Kollar & Fischer, 2010).”