Learning from and with peers

Abstract

There are many different approaches to student peer assessment. In this paper I lay out the pedagogical philosophy behind my own use of student peer reviews. These should not only be seen as adding to the amount of formative feedback in a class, nor are they only about the development of certain higher-order cognitive skills. Properly aligned with an overall assessment strategy, peer reviewing can help build a stronger learning community. I describe such a strategy and my experience using PRAZE, an online tool for student peer reviewing, as well as students' response to the tool and its use.