Unravelling peer assessment: Methodological, functional, and conceptual developments

被引：117

作者：

Strijbos, Jan-Willem ^{[1
]}

Sluijsmans, Dominique ^{[2
,3
,4
]}

机构：

[1] Leiden Univ, Fac Social & Behav Sci, Inst Educ & Child Studies, Ctr Study Learning & Instruct, NL-2300 RB Leiden, Netherlands

[2] HAN Univ Appl Sci, Fac Educ, NL-6503 HN Nijmegen, Netherlands

[3] Open Univ Netherlands, Ctr Learning Sci & Technol, NL-6401 HL Heerlen, Netherlands

[4] Maastricht Univ, Dept Educ Dev & Res, NL-6200 MD Maastricht, Netherlands

来源：

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

关键词：

Peer assessment; Peer feedback; Quasi-experimental research; Collaborative learning; Formative assessment; HIGHER-EDUCATION; SELF-ASSESSMENT; FEEDBACK; PERCEPTIONS; RELIABILITY; REVISION; VALIDITY; OUTCOMES; QUALITY;

D O I：

10.1016/j.learninstruc.2009.08.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Peer assessment is an educational arrangement where students judge a peer's performance quantitatively and/or qualitatively and which stimulates students to reflect, discuss and collaborate. However, empirical evidence for peer assessment effects on learning is scarce, mostly based on student self-reports or involving comparison of peers' and teachers' ratings or anecdotal evidence from case studies. Systematic investigation of learning effects necessitates methodological, functional, and conceptual development in peer assessment research. This implies sound (quasi-)experimental studies, the definition of specific peer assessment mechanisms, and affiliations with other research domains. The articles in this special issue address these three needs and offer new directions for research. (C) 2009 Elsevier Ltd. All rights reserved.

引用

页码：265 / 269

页数：5

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