Promoting Learning by Leveraging the Collaborative Nature of Formative Peer Assessment with Instructional Scaffolds

Autor/inn/en	Strijbos, Jan-Willem; Wichmann, Astrid
Titel	Promoting Learning by Leveraging the Collaborative Nature of Formative Peer Assessment with Instructional Scaffolds
Quelle	In: European Journal of Psychology of Education, 33 (2018) 1, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wichmann, Astrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-017-0353-x
Schlagwörter	Formative Evaluation; Peer Evaluation; Student Evaluation; Scaffolding (Teaching Technique); Feedback (Response); Cooperation; Educational Practices; Student Characteristics; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Co-operation; Kooperation; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Over the past two decades, formative peer assessment has become a popular instructional approach. Initially, it was more readily applied in higher education but has since expanded to other educational levels, including primary and secondary education. The popularity is understandable given the increased amount of feedback by multiple peers and enhanced awareness of performance criteria. Although it is increasingly acknowledged by the research community that formative peer assessment is inherently a social endeavour, the collaborative nature is simultaneously the least-explored mechanism. The contributions in this special issue address this gap conceptualising peer assessment and peer feedback as both an individual and a collaborative learning practice. Furthermore, we highlight core learning conditions: learner characteristics, domain and task characteristics, and, finally, instructional scaffolds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01