Peer Assessment

• Classroom Assessment Techniques: A Handbook for College Teachers (Second Edition). Angelo and Cross, 1993 This book by Thomas Angelo and K. Patricia Cross provides a practical guide to help faculty develop a better understanding of the learning process in their own classrooms and assess the impact of their teaching upon it. The authors offer detailed how-to advice on classroom assessment - from what it is and how it works to how to plan, implement, and analyze assessment projects. Their approach is illustrated through numerous case studies. The book features fifty Classroom Assessment Techniques, each presented in a format that provides an estimate of the ease of use, a concise description, step-by-step procedures for adapting and administering the technique, practical advice on how to analyze the data and other useful information. (citation and description)
  
• Peer Assessment: A Missing Link Between Teaching and Learning? A Review of the Literature. [Morris, 2001] This article in Nurse Education Today is an evaluation of selected theoretical and empirical educational literature relating to peer review. The article highlights the positive benefits of peer review in terms of professional development, the development of transferable graduate skills, and learning strategies. The survey concludes that while the peer-review process has many benefits as an assessment technique, it should also be expanded to include part-time students who may not have access to group learning situations. (citation and description)
  
• Applying Argumentation Analysis to Assess the Quality of University Oceanography Students' Scientific Writing. [Takao, Prothero and Kelly, 2002] This article from the Journal of Geoscience Education describes a study which examined 24 student papers from an introductory oceanography class and analyzed the quality of their written arguments. The article discusses ways of using argumentation to help students understand how to tie data to theoretical assertions and to provide ways for students and teachers to assess the uses of evidence in scientific writing. Included is an argumentation analysis model that describes argument structure according to epistemic levels. (Full Text Online)
  
• Developing Science Activities Through a Networked Peer Assessment System. [Tsai, Lin and Yuan, 2002] This paper in Computers and Education describes the use of a networked peer assessment system to facilitate the development of inquiry-oriented activities for secondary science education. (citation and description)