Effective, reciprocal peer-assessment processes are premised on formative assessment principles to facilitate learning
Low-risk exchanges of respectful peer feedback, often guided by a rubric or series of questions, helps feedback providers and receivers gain insights about the work under development.
Peer Feedback in EDER 679 (Interview with Patti Dyjur)
Assessing Group Projects in SGMA 217 (Interview with Norm Althouse)
The impact of an elaborated assessee’s role in peer assessment: Minjeong Kim (2010)
This is a study that explores how combining both peer feedback and back feedback on an assignment can increase learner meta-cognition. The results show that adding back-feedback to peer assessment in classes can have implications for a better learning experience and better results for students.
Sustainable Assessment: Rethinking assessment for the learning society: David Boud (2000)
Aligning assessment with long-term learning: David Boud and Nancy Falchikov (2006)
Assessment for learning: Sally Brown (2004)
Design principles and outcomes of peer assessment in higher education: Ineke van den Berg, Wilfried Admiraal and Albert Pilot (2006)