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Fostering Interactivity through Formative Peer Assessment in (Web-Based) Collaborative Learning Environments
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Author(s): Jan-Willem Strijbos (Leiden University, The Netherlands), Theresa A. Ochoa (Indiana University, USA), Dominique M.A. Sluijsmans (HAN University and Open University of the Netherlands, The Netherlands), Mien S.R. Segers (Leiden University, The Netherlands)and Harm H. Tillema (Leiden University, The Netherlands)
Copyright: 2009
Pages: 21
Source title:
Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization
Source Author(s)/Editor(s): Constantinos Mourlas (National & Kapodistrian University of Athens, Greece), Nikos Tsianos (National & Kapodistrian University of Athens, Greece)and Panagiotis Germanakos (National & Kapodistrian University of Athens, Greece)
DOI: 10.4018/978-1-60566-392-0.ch018
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Abstract
Extant literature on collaborative learning shows that this instructional approach is widely used. In this chapter, the authors discuss the lack of alignment between collaborative learning and assessment practices. They will argue that peer assessment is a form of collaborative learning and a mode of assessment that perfectly fits the purpose of collaborative learning. As such, the authors purposefully depart from the more traditional application of assessment as a summative tool and advocate the consideration of formative peer assessment in collaborative learning. This shift towards formative assessment they believe has the potential to enhance learning. Their goal in this chapter is to review both shortcomings of current peer assessment practice as well as its potential for collaborative learning. Interactivity is central to foster the alignment between assessment and collaborative learning and the authors present a set of guidelines derived from research for increasing interactivity through formative peer assessment among peers in collaborative learning contexts.
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