Unravelling peer assessment: Methodological,functional, and conceptual developments |
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| Authors: | Jan-Willem Strijbos Dominique Sluijsmans |
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| Institution: | 1. Centre for the Study of Learning and Instruction, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, P.O. Box 9555, 2300 RB, Leiden, The Netherlands;2. Faculty of Education, HAN University of Applied Sciences, P.O. Box 30011, 6503 HN, Nijmegen, The Netherlands;3. Centre of Learning Sciences and Technologies, Open University of the Netherlands, P.O. Box 2960, 6401 HL Heerlen, The Netherlands;4. Department of Educational Development and Research, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands;1. Centre for the Study of Learning and Instruction, Institute of Education and Child Studies, Faculty of Social and Behavioral Sciences, Leiden University, P.O. Box 9555, 2300 RB, Leiden, The Netherlands;2. Faculty of Education, HAN University of Applied Sciences, P.O. Box 30011, 6503 HN, Nijmegen, The Netherlands;3. Centre of Learning Sciences and Technologies, Open University of the Netherlands, P.O. Box 2960, 6401 HL Heerlen, The Netherlands;4. Department of Educational Development and Research, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands;1. Federal University of Alagoas (UFAL), Campus Arapiraca/Pólo Penedo, Av. Beira Rio, 57200-000 Penedo, AL, Brazil;2. Computing Institute, Federal University of Alagoas (UFAL), Campus A.C. Simões, Cidade Universitária, 57072-970 Maceió, AL, Brazil;3. Institute of Mathematics and Computer Science, University of São Paulo (USP), Avenida Trabalhador São Carlense, 400 Centro, 13566-590 São Carlos, SP, Brazil;1. Mathematics Education Centre, Loughborough University, Loughborough, UK;2. No More Marking Ltd., Guildford, UK;1. Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium;2. Departamento de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, Spain |
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| Abstract: | 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. |
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