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.
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)
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)