Peer assessment as collaborative learning: a cognitive perspective
type: Dataset
contact point: Organization
  fn: CCSD
keyword: discursive-processes
keyword: shseduhumanities-and-social-scienceseducation
keyword: infoeu-reposemanticsarticle
keyword: journal-articles
keyword: peer-assessment
keyword: cognitive-processes
keyword: infoeiahcomputer-science-cstechnology-for-human-learning
landing page: 0959-4752
description: 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. (http://www.sciencedirect.com/science/article/pii/S0959475209000772)
issued: 2026-05-16T05:18:55.795265
language: en
modified: 2026-05-16T05:18:55.795271

Peer assessment as collaborative learning: a cognitive perspective
type: Distribution
access URL: https://hal.science/hal-00703943
format: HTML
issued: 2026-05-16T05:18:55.847389
modified: 2026-05-16T05:18:55.765041

test_moissonnage_selune
type: Agent