Paper Info
Title
Collaborative Learning Through Formative Peer Review: Pedagogy, Programs And Potential
Abstract
We examine student peer review, with an emphasis on formative practice and collaborative learning, rather than peer grading. Opportunities to engage students in such formative peer assessment are growing, as a range of online tools become available to manage and simplify the process of administering student peer review. We consider whether pedagogical requirements for student peer review are likely to be discipline-specific, taking computer science and software engineering as an example. We then summarise what attributes are important for a modern generic peer review tool, and classify tools according to four prevalent emphases, using currently available, mature tools to illustrate each. We conclude by identifying some gaps in current understanding of formative peer review, and discuss how online tools for student peer review can help create opportunities to answer some of these questions.
Year
DOI
Venue
2012
10.1080/08993408.2012.728041
COMPUTER SCIENCE EDUCATION
Keywords
Field
DocType
student peer assessment, peer reviewing, peer review tools, collaborative learning
Collaborative learning,Peer assessment,Peer review,Computer science,Software peer review,Knowledge management,Pedagogy,Peer feedback,Cooperative learning,Technical peer review,Formative assessment
Journal
Volume
Issue
ISSN
22
4
0899-3408
Citations 
PageRank 
References 
8
0.73
16
Authors
2
Name
Order
Citations
PageRank
Harald Søndergaard185879.52
Raoul A. Mulder2312.04