Overview

There is increasingly strong evidence that K-12 learners who assess each other’s work and then engage in related reflections, discussions, and negotiations benefit mutually from the process. In this practical volume, Keith J. Topping provides suggestions for implementing effective peer assessment across many classroom contexts and subjects. Using Peer Assessment to Inspire Reflection and Learning offers pre- and in-service teachers a variety of teaching strategies to best fit their particular students and school environments along with straightforward tools to evaluate peer assessment’s impact on their classrooms.

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9780815367642

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Reviews

In this very practical volume, Keith J. Topping provides a wealth of information on how peer assessment practices can be implemented across learning contexts and age levels using different resources to promote student engagement, thinking, and learning. This is an invaluable book for practicing teachers and educators who are seeking the latest information on how peer assessment can be utilized to encourage students to engage more fully and think more deeply about the material they are learning. -Robyn M. Gillies, Professor of Education at the University of Queensland, Australia Peer assessment provides powerful opportunities for assessors and assessees, but effective translation into classrooms remains challenging. This substantive yet practical book is an inspiring guide for teachers from different subject areas and educational levels. -Hilde Van Keer, Professor of Education at Ghent University, Belgium Peer assessment has benefits for both the assessors, who contrast and reflect on how others have solved the same activity, and for the assesses, who receive feedback for improvement. Peer assessment places evaluation within the sequence of learning and teaching, improves the quality of teacher assessment, and can provide teachers with extra time to focus on continuous assessment. Using Peer Assessment to Inspire Reflection and Learning is a valuable tool to put this into practice. -David Duran Gisbert, Professor of Education at the Autonomous University of Barcelona, Spain

Author Information

Keith J. Topping is Professor in the School of Education at the University of Dundee, UK.

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