Peer assessment as collaborative learning

Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that research on peer assessment is currently in a stage of adolescence, grappling with the developmental tasks of identity formation and affiliation. Identity formation may be achieved by efforts towards a shared terminology and joint theory building, whereas affiliation may be reached by a more systematic consideration of research in related fields. To reach identity formation and affiliation, preliminary ideas for a cognitively toned, process-related model of peer assessment and links to related research fields, especially to research on collaborative learning, are presented

Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study : a thesis presented in partial fulfilment of the requirements of the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand

This study investigated New Zealand early childhood teachers’ beliefs and practices related to peer learning, as little is known about how teachers support peer learning in play based settings. A mixed methods exploratory sequential research design was used. The first phase of the study consisted of case studies, which comprised interviews and observations of teachers in three early childhood centres. Filmed observations of teachers’ practices as they supported opportunities for peer learning were undertaken. Stimulated recall interviews were then completed to gain a deeper understanding of teachers’ intentions about this aspect of their practice. Constant comparative analysis was used to analyse the case studies, including the use of the NVivo programme for content analysis. The second phase of the study was a nationwide survey sent to early childhood teachers. The questions for the survey were derived from analyses of the case studies and extant literature. Survey data was interpreted using descriptive statistics and coding of open ended questions. Findings from both phases were used to answer the research questions. The study revealed teachers’ beliefs about peer learning recognised the social, participatory nature of learning, alongside provision of opportunities for individual exploration and discovery. Balancing these beliefs created a tension for teachers and at times they struggled to express their role in supporting peer learning. The need for teachers to better articulate and deepen their understanding of their role in this type of learning is implicated in these findings. This study found the early childhood setting played a critical role in mediating teachers’ practices and beliefs about peer learning. Therefore children had varied experiences of peer learning as teachers supported children’s agency amongst their peers in different ways. This finding was of concern, as teachers who work in settings that do not actively promote peer learning may not effectively support children’s potential as teachers of their peers. Participants espoused beliefs about child-led learning, however observations revealed teachers’ intentional support of peer learning. This finding highlighted a major contradiction between teachers’ beliefs and practices whilst revealing teachers’ inability to take ownership of their intentional teaching practices. Teachers used the curriculum guidelines from Te Whāriki related to wellbeing and a sense of belonging to support peer learning; the role of children as knowledge constructors was less closely aligned with teachers’ beliefs and practices. This finding draws into question teachers’ understandings of how to implement peer learning across the curriculum strands whilst implying the need for further investigation about how young children’s learning is assessed

The Power of Giving Feedback and Receiving Feedback in Peer Assessment

Despite well-documented promises of peer assessment, it is still unclear how peer as-sessment works and what contributes to students\u2019 learning gains. In order to identify cognitive processes that lead to learning enhancement, this study examined 41 stu-dents\u2019 responses to online surveys and also their online written interactions when they participated in a peer assessment activity. Data analysis revealed that students were en-gaged in various learning processes in the phases of giving and receiving feedback. While students acknowledged that both phases contributed to their learning, a greater number of students indicated that they perceived more learning benefits from giving feedback rather than receiving feedback. Interpretations and implications were dis-cussed

Peer-to-Peer, Phish-to-Pod: Lateral Learning at the Dekko Foundation

Read how the Dekko Foundation empowers their youth philanthropy leadership board, phish (Philanthropy Ideas Strategy Heart), to make youth philanthropy more effective

A method and tool to support the analysis and enhance the understanding of peer-­to-­peer learning experiences

In this paper we look at how a web-based social software can be used to make qualitative data analysis of online peer-to-peer learning experiences. Specifically, we propose to use Cohere, a web-based social sense-making tool, to observe, track, annotate and visualize discussion group activities in online courses. We define a specific methodology for data observation and structuring, and present results of the analysis of peer interactions conducted in discussion forum in a real case study of a P2PU course. Finally we discuss how network visualization and analysis can be used to gather a better understanding of the peer-to-peer learning experience. To do so, we provide preliminary insights on the social, dialogical and conceptual connections that have been generated within one online discussion group

'Hope this helps': peer learning via CMC [poster presentation]

Computer-mediated communication (CMC) is increasingly used in distance education to provide opportunities for peer learning and support. CMC allows students to share understandings, discuss misunderstandings, and learn from each other. This peer learning can be more effective than interventions by the tutor, for a number of reasons. Students are willing to expose their difficulties to their peers, whereas they might feel uncomfortable doing so to their tutor. Fellow-students understand difficulties which a tutor, with a more advanced view of the topic, may not appreciate. CMC provides an invaluable opportunity for students to discover that other learners are having similar problems to their own. This paper reports on peer learning via CMC in an Open University course on Digital Communications. Members of staff moderated course-wide conferences whose main purpose was to allow students to help each other. The research reported here was based on a study of conference transcripts. The aim was to identify the ways in which peer learning took place, and the conditions which supported it

Peer review : organisational learning for nurses : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University

Organisational learning as it relates to the development of a peer review system within a clinical area of nursing practice is the focus of this study. Sixteen Public Health Nurses, with the manager of their service, and three key managers from the employing Crown Health Enterprise in provincial New Zealand, took part with the researcher in this praxis-oriented participatory action research process. A framework of the learning organisation was created to direct the research inquiry and evaluate data in relation to the developing peer review system. Through the use of critically reflexive discussions in an ongoing spiral of planning, implementing, observing, and assessing, this study illuminates the growth of the learning organisation and the building of a peer review system. within a cost-conscious healthcare service delivery environment. The account of the research process includes factors facilitative of, and critical to, the learning organisation. Use of many direct quotes from participants creates a context against which to visualise problems and constraints faced by the research group, and offers the reader a decision trail with which to resolve issues of credibility. Use of the peer process, it is suggested, will generate vital information about organisational performance, which will enable nurses to assume legitimate control of clinical nursing workplaces. Conclusions derived from this study suggest that peer review and the learning organisation are important tools for both assuring the quality of clinical nursing performance and securing organisational goals