Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue
Author / Producer
Date
2018-01
Publication Type
Journal Article
ETH Bibliography
yes
Data
Rights / License
Abstract
Formative peer assessment is an instructional method that offers many opportunities to foster students’ learning with respect to both the domain of the core task and students’ assessment skills. The contributions to this special issue effectively address earlier calls for more research into instructional scaffolds and the implementation of dialogic features in formative peer assessment. However, open issues remain regarding the role of assessment criteria, the benefit of formative peer assessment for transferable knowledge and skills, the role of metacognitive and cognitive processes in the provision and reception of peer feedback, and the proposed benefit of more interactive forms of formative peer assessment. Addressing the latter issue in particular, a framework of three dimensions of increasing interactivity is proposed in order to guide future research. These three dimensions comprise the learner’s engagement with the core task (low interactivity), the provision and reception of peer feedback (medium interactivity), and the learner’s engagement with argumentation, tutoring, and co-construction in dialogue with peers (high interactivity).
Permanent link
Publication status
published
External links
Editor
Book title
Journal / series
Volume
33 (1)
Pages / Article No.
185 - 198
Publisher
Springer
Event
Edition / version
Methods
Software
Geographic location
Date collected
Date created
Subject
Peer assessment; Peer feedback; Collaborative learning
Organisational unit
03753 - Stern, Elsbeth (ehemalig) / Stern, Elsbeth (former)
Notes
It was possible to publish this article open access thanks to a Swiss National Licence with the publisher.