Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

van Gennip, Nanine A.E.; Segers, Mien S.R.; Tillema, Harm H.

doi:10.1016/j.learninstruc.2009.08.010

Cited by 259Student Assessment and FeedbackInnovative Teaching and Learning MethodsEvaluation of Teaching Practices

Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions

van Gennip, Nanine A.E., Segers, Mien S.R., Tillema, Harm H.·2010·Learning and Instruction

DOI 10.1016/j.learninstruc.2009.08.010

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Peer assessment improves psychological safety within a group.
“Fortunately, peer assessment improves psychological safety within a group (van Gennip et al., 2010), meaning that group members feel safer sharing their opinions and asking for help.”
From The development of secondary students' feedback literacy: peer assessment as an intervention (2020) · cites this paper as van Gennip et al., 2010

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Psychological Safety: A Meta‐Analytic Review and Extension
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Optimal feedback structure and interactional pattern in formative peer practices: Students' beliefs
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“Van Gennip, Segers, and Tillema (2010) introduced trust issue (i.e. trust in one's own as well as peers' knowledge and ability as assessors), psychological safety (i.e. sense of safety and security to take interpersonal risks in groups), and value diversity (i.e. variety in opinions about the aim,…”
Background
Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics
Vattøy, K.-D., & Gamlem, S. M. (2024) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2023.2192772 · Cited by 23 · see citing works
“The opposite, lack of anxiety, has been associated with psychological safety and pre-supposes a safe learning environment which can be actively promoted by teachers ’ mindful pedagogical work (Gamlem et al., 2019; Rotsaert, Panadero, & Schellens, 2018; van Gennip et al., 2010).”
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Peer Feedback on Collaborative Learning Activities in Veterinary Education
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“Indeed, the process of peer feedback itself has been described as a form of collaborative learning [20].”
Background
Prediction of Success in Teamwork of Secondary Students // Predicción del éxito en el trabajo en equipo de estudiantes de Secundaria
Font, C. M. I., Castelló, M., & Fernández, M. (2013) · Revista de Psicodidáctica · doi:10.1387/revpsicodidact.6776 · Cited by 25 · see citing works
“It is also essential in the work environment (O’Neil, Chung, & Brown, 1997) and represent an irreplaceable resource for educational diversity (Holt, 1993), intercultural education (Batelaan & Van Hoof, 1996) and meaningful learning (Wells, 1999).”
BackgroundInfluential
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Chinese versus UK marketing students' perceptions of peer feedback and peer assessment
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Students’ interpersonal trust and attitudes towards standardised tests: exploring affective variables related to student assessment
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“…interpersonal trust appears to be directly related to effort, motivation and, ultimately, academic performance (Dirks, 1999; Hwang & Burgers, 1997; Van Gennip et al., 2009, 2010; Yeatts & Hyten, 1998), additional studies have indicated a more complex relationship (Hoy, 2002; Martin & Dowson,…”
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Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness
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“However, negative interpersonal variables, such as distrust in the ability of others to provide a meaningful assessment (Van Gennip, Segers, & Tillema, 2010), compromising friendship (Panadero, Romero, & Strijbos, 2013), and fear of retaliation for giving a low score (Vanderhoven, Raes, Montrieux,…”
Background
Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing
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Do question prompts support students in working with peer feedback?
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Ghahari, S., & Farokhnia, F. (2017) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2016.1275991 · Cited by 23 · see citing works
“Evident in the above excerpts is the students’ concern over the competency and ability of their peers or what scholars like van Gennip et al. (2010) call the trust issue.”
BackgroundResultInfluential
What you think and what I think: Studying intersubjectivity in knowledge artifacts evaluation
Babik, D., Singh, R., Zhao, X., & Ford, E. W. (2015) · Information Systems Frontiers · doi:10.1007/s10796-015-9586-x · Cited by 17 · see citing works
“While some studies highlighted the importance of peer evaluation in social and self-regulated learning systems to achieve competency gains, other noted that peer group ‘ value diversity ’ negatively impacts collaborative learning ’ s efficacy by inhibiting the formation of a shared perspective and understanding (Van G…”
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The influence of peer assessment training on assessment knowledge and reflective writing skill
Hoffman, B. (2019) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-01-2019-0004 · Cited by 16 · see citing works
Peer Assessment and Video Feedback for Fostering Self, Co, and Shared Regulation of Learning in a Higher Education Language Classroom
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“Peer assessment can provide opportunities for learners to interact (Strijbos and Sluijsmans, 2010), as “[PA] is an inherently social process in which students, by assessing each other, learn with and from each other as peers” (van Gennip et al., 2010, p. 281).”
Background
Validation of a (peer) feedback perceptions questionnaire
Strijbos, J., Pat-El, R. J., & Narciss, S. (2010) · Proceedings of the International Conference on Networked Learning · doi:10.54337/nlc.v7.9203 · Cited by 16
Student views of peer assessment at the International School of Lausanne
Foley, S. (2013) · Journal of Research in International Education · doi:10.1177/1475240913509766 · Cited by 26 · see citing works
“…of articles published in the Journal of Learning and Instruction that year (Cho and MacArthur, 2010; Gielen et al., 2010; Kollar and Fischer, 2010; Strijbos et al., 2010; Strijbos and Sluijsmans, 2010; Topping, 2009; Van Gennip et al., 2010; Van Steendam et al., 2010; Van Zundert et al., 2010).”
BackgroundInfluential
Just plain peers across social networks: Peer-feedback networks nested in personal and academic networks in higher education
Dingyloudi, F., & Strijbos, J.-W. (2018) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2018.02.002 · Cited by 20 · see citing works
Triangulation of language assessment modes: learning benefits and socio-cognitive prospects
Ghahari, S., & Farokhnia, F. (2017) · Pedagogies An International Journal · doi:10.1080/1554480x.2017.1342540 · Cited by 18 · see citing works
“This result is in line with the studies of Hedgcock and Lefkowitz (1994), Paulus (1999), Min (2005), Soleimani and Rahmania (2014), and van Gennip et al. (2010).”
BackgroundResultInfluential
Facebook and Collaborative Learning: An Empirical Study on Online Assessment
Mahmud, M. M., & Wong, S. F. (2018) · International Journal of Learning and Teaching · doi:10.18178/ijlt.4.2.107-113 · Cited by 16 · see citing works
Reviewer, essay, and reviewing-process characteristics that predict errors in web-based peer review
Xiong, Y., & Schunn, C. D. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104146 · Cited by 13 · see citing works
Reflections on peer feedback in disciplinary courses as a tool in pre-service teacher training
Seroussi, D.-E., Sharon, R., Peled, Y., & Yaffe, Y. (2019) · Cambridge Journal of Education · doi:10.1080/0305764x.2019.1581134 · Cited by 14 · see citing works
“Reciprocal feedback may induce ‘deep’ learning and high-order thinking skills (Somervell, 1993) and can be seen as a way to co-construct knowledge (Hanrahan & Isaacs, 2001; van Gennip et al., 2010).”
Background
Face-to-Face Peer Assessment in Secondary Education: Does Anonymity Matter?
Vanderhoven, E., Raes, A., Schellens, T., & Montrieux, H. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.12.071 · Cited by 13 · see citing works

Authors: van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H.
Affiliations: Leiden University (NL)
ORCID: Segers, Mien S.R.
Venue: Learning and Instruction
Publisher: Elsevier BV
Published: 2010-08
Volume: 20
Issue: 4
Pages: 280-290
ISSN: 0959-4752 (ISSN-L)
DOI: 10.1016/j.learninstruc.2009.08.010
OpenAlex: W1998291545
Cited by: 259
References: 0
Citations by year: 2026: 12 · 2025: 13 · 2024: 19 · 2023: 15 · 2022: 16 · 2021: 26 · 2020: 20 · 2019: 16 · 2018: 21 · 2017: 17 · 2016: 14 · 2015: 15 · 2014: 15 · 2013: 15 · 2012: 9
FWCI: 35.41
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Learning and Instruction (publishedVersion)
Research Publications (Maastricht University) (submittedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: peer assessment, cooperative learning, psychological safety, value diversity, interdependence, trust, vocational education, perceived learning, self-confidence

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