Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

A.E. Gennip*, M.S.R. Segers, H. Tillema

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N = 45) with a control group (N = 17), which indicated change in psychological safety, value diversity, and trust in the peer as an assessor. Furthermore, when comparing the intervention and control group, peer assessment contributed to psychological safety and lower value diversity. Perceived learning was predicted by value diversity and conceptions. Conceptions were predicted by psychological safety, value diversity, and trust in the self and in the peer as an assessor.
Original languageEnglish
Pages (from-to)280-290
Number of pages11
JournalLearning and Instruction
Volume20
Issue number4
DOIs
Publication statusPublished - Aug 2010

Keywords

  • Peer assessment
  • Vocational education
  • Assessment for learning
  • Interpersonal variables
  • Conceptions of peer assessment
  • STUDENTS CONCEPTIONS
  • HIGHER-EDUCATION
  • SELF-ASSESSMENT
  • WORK TEAMS
  • INTERDEPENDENCE
  • FEEDBACK
  • IMPACT

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