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Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argu mentation: Research and development in the science classroom. International Journal of Science Education, 28, 235-260. doi:10.1080/09500690500336957

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• TITLE: Creativity in and between Collaborative Peer Assessment Processes in Higher Distance Education

  AUTHORS: Lisbeth Amhag

  KEYWORDS: Creativity; Distance Education; Online Learning; Peer Assessment; Peer Feedback; Self-Assessment; Self-Efficacy

  JOURNAL NAME: Creative Education, Vol.4 No.7B, July 18, 2013

  ABSTRACT: The study investigates in what ways the combination of self-assessment and collaborative peer assessment can support students’ creative-and critical-abilities, as well as providing opportunities for meta-cognitive learning. The study is informed by sociocultural theories research traditions and computer supported collaborative learning, CSCL. Data were collected from 22 student teachers peer assessment processes, including peer feedback and self-assessment during two consecutive 15 credit web-based courses. The analytical framework was based on Toulmin’s argument model (1958) and Hattie and Timperley’s (2007) feedback model. The results provide a broader perspective on collaborative peer assessment processes by distinguishing, identifying and describing the meaning content in the students’ peer feedback and self-assessment, and the relationships between these. Quality of content and creativity in formulating the responses can be linked to creativity as “higher order thinking skills”. Peer assessment processes can thus function as creative exercises or as a tool to support such skills.