Fostering Interactivity through Formative Peer Assessment in (Web-Based) Collaborative Learning Environments
Abstract
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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The four refinements of Topping's typology distinguish between interaction between students and composition of assessment groups as if they were unrelated, which is not the case.
“these four refinements distinguish between two separate clusters describing on the one hand the interaction between students and on the other hand composition of assessment groups, as if they were unrelated, which is clearly not the case (Strijbos et al., 2009).”
From A systematic review of peer assessment design elements (2023) · cites this paper as Strijbos et al., 2009
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Factors Influencing Unfair Behavior in Peer Assessment: Evidence from a Situational Experiment
Liu, H., & Feng, Y. (2024) · International Conference on New Media Development and Modernized Education (NMDME) · doi:10.4108/eai.13-10-2023.2341083
Li, H., Li, Z., Zhang, S., Wang, M., & Wang, J. (2025) · International Conference on Computer Science and Technologies in Education (CSTE) · doi:10.1109/cste64638.2025.11091911
Lu, Y., & van der Hoek, A. (2025) · ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering (ESEC/FSE) · doi:10.1145/3696630.3727248
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- Authors
- Strijbos, J.-W., Ochoa, T. A., Sluijsmans, D. M. A., Segers, M. S. R., & Tillema, H. H.
- Affiliations
- Leiden University (NL)
- Indiana University (US)
- Open University of the Netherlands (NL)
- Venue
- Cognitive and Emotional Processes in Web-Based Education
- Publisher
- IGI Global
- Published
- 2009
- Pages
- 375-395
- OpenAlex
- W2575017582
- Cited by
- 48
- References
- 84
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 4 · 2023: 9 · 2022: 4 · 2021: 7 · 2019: 4 · 2018: 2 · 2017: 2 · 2016: 2 · 2015: 1 · 2014: 2 · 2013: 1
- FWCI
- 6.15
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- IGI Global eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- formative assessment, peer assessment, cooperative learning, web-based learning environment, interactivity, assessment practices, peer interaction
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