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.
%0 Journal Article
%1 Kollar2010344
%A Kollar, Ingo
%A Fischer, Frank
%D 2010
%J Learning and Instruction
%K Peer assessment oldsmooc
%N 4
%P 344 - 348
%R 10.1016/j.learninstruc.2009.08.005
%T Peer assessment as collaborative learning: A cognitive perspective
%U http://www.sciencedirect.com/science/article/pii/S0959475209000772
%V 20
%X 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.
@article{Kollar2010344,
abstract = {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.},
added-at = {2012-03-19T00:32:03.000+0100},
author = {Kollar, Ingo and Fischer, Frank},
biburl = {https://www.bibsonomy.org/bibtex/24a000fd778e747515c65fd575f7945e0/yish},
doi = {10.1016/j.learninstruc.2009.08.005},
interhash = {640198f13459b8b019241ad524aa3232},
intrahash = {4a000fd778e747515c65fd575f7945e0},
issn = {0959-4752},
journal = {Learning and Instruction},
keywords = {Peer assessment oldsmooc},
note = {<ce:title>Unravelling Peer Assessment</ce:title>},
number = 4,
pages = {344 - 348},
timestamp = {2012-11-14T13:01:22.000+0100},
title = {Peer assessment as collaborative learning: A cognitive perspective},
url = {http://www.sciencedirect.com/science/article/pii/S0959475209000772},
volume = 20,
year = 2010
}