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What Is Peer Assessment? This paper seeks to review the research literature on peer assessment in elementary and high schools and college/university in a way which is acceptable to academics but is also accessible to teacher practitioners. Peer assessment came to widespread prominence about 20 years ago, and has become extremely popular in the last ten years. Associated terms are “peer feedback” or “peer review” or “peer response”, but these do not mean quite the same thing. You will find peer assessment in the elementary (primary) classroom and in the high (secondary) school classroom. You will find it in universities and colleges. You will also find it in staff rooms, where teachers invite peer commentary on their own efforts from other teachers. And of course you will find it among teachers in training, who solicit peer feedback on their draft assignments. There are simple and elaborated forms of peer assessment. The simple form is where teachers have peers grade or mark the work of one other peer, effectively using students as substitute teachers. This kind of use is a mainly a type of summative assessment, and teachers using it might be concerned about its reliability and validity, especially at the outset. The elaborated form of peer assessment is much more developmental. Teachers have a Abstract

Peer Assessment : Learning by Judging and Discussing the Work of Other Learners