Browsing by Author "Strijbos, J. W."

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Flexible use of peer-assessment formats in computer supported environments
Watering, G. van de ; Strijbos, J. W. ; Sluijsmans, Dominique
2010, Part of book or chapter of book (, pp. 139-160)In todays society, the quantity of information available to learners is so vast that new strategies of information processing and exchange must be continually developed and improved. E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments explores the construction of beneficial e-collaborative knowledge environments from four vital perspectives: educational, psychological, organizational, and technical. It offers several scenarios where the implementation of e-collaborative knowledge construction is necessary and then not only presents methods for facilitating e-collaborative knowledge construction, but also provides methods for assessing its results. This exciting new publication is a must-have for academics, researchers, and professionals who dare to discover new innovations!
Unravelling peer assessment: Methodological, functional, and conceptual developments
Sluijsmans, Dominique ; Strijbos, J. W.
2010, Article / Letter to editor (Learning and Instruction, vol. 20, iss. 4, (2010), pp. 265-269)Peer assessment is an educational arrangement where students judge a peers performance quantitatively and/or qualitatively and which stimulates students to reflect, discuss and collaborate. However, empirical evidence for peer assessment effects on learning is scarce, mostly based on student self-reports or involving comparison of peers and teachers ratings or anecdotal evidence from case studies. Systematic investigation of learning effects necessitates methodological, functional, and conceptual development in peer assessment research. This implies sound (quasi-)experimental studies, the definition of specific peer assessment mechanisms, and affiliations with other research domains. The articles in this special issue address these three needs and offer new directions for research.
Fostering interactivity through peer assessment in web-based collaborative learning environments
Sluijsmans, Dominique ; Ochoa, T. A. ; Strijbos, J. W. ; Segers, M. S. R. ; Tillema, F.
2009, Part of book or chapter of book (, pp. 375-395)Extant literature on collaborative learning shows that this instructional approach is widely used. In this chapter, the authors discuss the lack of alignment between collaborative learning and assessment practices. They will argue that peer assessment is a form of collaborative learning and a mode of assessment that perfectly fits the purpose of collaborative learning. As such, the authors purposefully depart from the more traditional application of assessment as a summative tool and advocate the consideration of formative peer assessment in collaborative learning. This shift towards formative assessment they believe has the potential to enhance learning. Their goal in this chapter is to review both shortcomings of current peer assessment practice as well as its potential for collaborative learning. Interactivity is central to foster the alignment between assessment and collaborative learning and the authors present a set of guidelines derived from research for increasing interactivity through formative peer assessment among peers in collaborative learning contexts.

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