Peer Assessment: Channels of Operation

Abstract

The present paper offers a definition of peer assessment and then reviews the major syntheses on its effectiveness. However, the main part of this paper is preoccupied with how to do PA successfully. A typology of 44 elements explains the differences between the many types of peer assessment. Then a theoretical model outlines some of the processes which may occur during PA. Initially, only a few of these will be used, but as those engaged in PA become more experienced, an increasing number of elements will feature. However, these may not appear in the linear order set out here, and indeed may be recursive. The implications for the design and organisation of PA are outlined, as well as the implications for future research.

The Transformative Role of Peer Learning Projects in 21st Century Schools—Achievements from Five Portuguese Educational Institutions

“…As stated by some of the teachers, another challenge that they faced was the reluctance of other teachers to believe in learners' capacity to assume a new role that required so much responsibility and autonomy. Bearing in mind the significance of learner-centred approaches in 21st century schools [24,25,27,28,30,31], and the key role of teachers in reducing the gap between learners' needs and current educational practice [3,6,47], it is mandatory that teacher training meets the standards of 21st century educational scenarios [6,7] and supports teachers to (re)signify the meaning of teaching and learning in the academic community [1,18].…”

“…Rooted in social constructivism principles [22,23], peer learning is a student-centred approach that gives teachers and learners the chance to experience new roles, privileging the human essence of education based on personal interactions [18,[24][25][26][27]. With evidence-based benefits under the cognitive, but especially affective and social, dimensions [23,[28][29][30][31], peer learning is in line with Dewey's [32] (p. 46) vision of learning "as an active and constructive process", and Vygotsky's principle of autonomous but scaffolded access to knowledge through the "zone of proximal development" [33] (p. 1), based on which both peer teacher students (PTS) and peer learners (PL) are given the chance to be co-constructors of their learning process [3,25,28,34]. Over the past few decades, improvements in peer learning delivery [30] have contributed to its popularity, particularly in cross-level programs in higher education [22,23,28,29], and justify the presence/emergence of different peer learning varieties, such as peer tutoring, and cooperative learning [24], "the longest established and most intensively researched" [30] (p. 632)-peer teaching [23], peer mentoring [30,35], peer-assisted learning [36], or peer instruction [37].…”

Peer tutoring in middle school mathematics: academic and psychological effects and moderators

“…According to Powell and Fuchs (2015), an increase in students' mathematics self-concepts may be expected for those students who participate in peer tutoring interventions. Moreover, receiving frequent help by a peer has frequently been linked to a reduction in students' anxiety (Topping, 2021). Given the closeness and mutual confidence between classmates, organized academic support through peer learning interventions are usually regarded as a potential tool to reduce students' anxiety .…”

Il peer-assessment nella formazione insegnanti: accorgimenti e ricadute

“…La ricerca scientifica attuale appare consapevole della necessità di riflettere sia sul cambiamento del concetto di valutazione, sia sul legame esistente tra la validità della valutazione tra pari e gli accorgimenti di progettazione e implementazione (Topping, 2017;2021). L'efficacia delle pratiche di peer-assessment e, in generale, la promozione di una literacy valutativa all'interno delle istituzioni scolastiche ed universitarie appare, infatti, necessariamente legata alla sua collocazione all'interno di una ragionata progettazione didattica (Carless et al, 2017).…”

“…Nel complesso, la forza didattica di questi dispositivi valutativi, dalle griglie alle rubrics, poggia su una diffusa trasparenza di base dei criteri di valutazione che pari o docenti utilizzeranno, fino ad arrivare a forme di negoziazione condivisa. Secondo Topping (2021), infatti, l'esplicitazione e la chiarezza dei criteri di valutazione rappresenta un fattore essenziale per il successo dell'esperienza formativa, in senso lato, e della pratica valutativa, in senso stretto. Si rafforza, in questo modo, una cultura positiva della valutazione, intesa sia come accettazione del proprio limite, sia come forma di collaborazione per il miglioramento dei processi e prodotti dei pari.…”