Assessing together : Peer assessment from an interpersonal perspective

Gennip, A.E. van (2012)

Doctoral Thesis

This dissertation focused on how the social context in which peer assessment takes place is related to the learning effects of peer assessment. We wanted to identify interpersonal beliefs in peer assessment settings that influence the peer assessment process on the one hand, but could also been seen as predictors of the effect of peer assessment interventions. Four studies are presented that question parts of the interpersonal context of peer assessment: one systematic literature study and three empirical studies. In the literature study, a structural model of analysis was presented indicating different interpersonal beliefs, as well as structural features of peer assessment. The results of the empirical studies deliver content for the empirical discussion of peer assessment: peer assessment as such seems to stimulate the beliefs in certain interpersonal variables.

• Peer assessment
• 360 Degree feedback
• Workplace learning
• Vocational education
• Assessment for learning
• Interpersonal factors
• Formative assessment
• Team learning

• All authors: Gennip, A.E. van
• Supervisor: Segers, M.S.R.; Broek, P.W. van den
• Co-supervisor: Tillema, H.H.
• Committee: Gijselaers, W.H.; Sluijsmans, D.M.A.; Veddeer, P.H.
• Qualification: Doctor (dr.)
• Awarding Institution: Department of Educational Studies, Faculty of Social and Behavioural Sciences, Leiden University
• Date: 2012-10-23
• Court: LEI Universiteit Leiden