Peer-Assessment

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.

Examples:

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.

Peer Feedback in EDER 679 (Interview with Patti Dyjur)

Assessing Group Projects in SGMA 217 (Interview with Norm Althouse)

Literature:

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)