@article{kollar2010peer,
  abstract = {Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that research on peer assessment is currently in a stage of adolescence, grappling with the developmental tasks of identity formation and affiliation. Identity formation may be achieved by efforts towards a shared terminology and joint theory building, whereas affiliation may be reached by a more systematic consideration of research in related fields. To reach identity formation and affiliation, preliminary ideas for a cognitively toned, process-related model of peer assessment and links to related research fields, especially to research on collaborative learning, are presented.},
  added-at = {2012-03-16T11:10:52.000+0100},
  author = {Ingo, Kollar and Frank, Fischer},
  biburl = {http://www.bibsonomy.org/bibtex/2329f05f9d2873982669f474578c7e2d0/yish},
  interhash = {0ebc850dbe49c1a0644ed42a57694579},
  intrahash = {329f05f9d2873982669f474578c7e2d0},
  journal = {Learning and Instruction},
  keywords = {assessment cognitive collaborative education learning peer technology},
  number = 4,
  pages = {344-348},
  publisher = {Elsevier},
  timestamp = {2012-03-16T11:10:52.000+0100},
  title = {Peer assessment as collaborative learning: A cognitive perspective},
  url = {http://www.telearn.org/open-archive/browse?resource=7345},
  volume = 20,
  year = 2010
}