The assessment cycle: a model for learning through peer assessment
The assessment cycle: a model for learning through peer assessment
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DOI：
10.1080/02602938.2015.1008982
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发表时间：
2016-02-17
影响因子：
4.4
通讯作者：
Reinholz, Daniel
中科院分区：
文献类型：
--
作者：
Reinholz, Daniel
本文提出了一个描述同伴评价如何支持自我评价的模型。虽然先前的研究表明同伴评估促进了自我评估，但这两种活动之间的联系尚未明确。这个模型，即评估周期，借鉴了自我评估理论来阐述学习是如何通过同伴评估进行的。该模型应用于文献中描述的三种活动结构，以分析它们通过促进自我评估来支持学习的潜力。从广义上讲，该模型可用于理解发生在各种同行评估活动中的学习：评分/评分、分析、反馈、会议和修订。这种方法与大多数关于同伴评估的研究形成了对比，这些研究关注的是教师和同伴评分的校准，而不是学习机会。
This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place through peer assessment. The model is applied to three activity structures described in the literature to analyse their potential to support learning by promoting self-assessment. Broadly speaking, the model can be used to understand learning that takes place in a variety of peer assessment activities: marking/grading, analysis, feedback, conferencing and revision. This approach contrasts most studies on peer assessment, which have focused on calibration of instructor and peer grades, rather than learning opportunities.