Elaborated Dialogic Feedback and Negotiated Action in Peer Assessment: Metacognitive Benefits for Assessor and Assessee

Keith James Topping (Lead / Corresponding author)

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    Education suffers greatly from short-lived initiatives which enjoy a brief period of being fashionable, then fall out of favour and disappear without trace. It is worrying that some of these initiatives seem to become fashionable even though there is no good evidence for their effectiveness. It is even more worrying that some seem to go out of fashion even when there is good evidence that they are effective. At the moment peer assessment is becoming ever popular – but will this last?
    Original languageEnglish
    Title of host publicationFostering Inclusion in Education
    Subtitle of host publicationAlternative Approaches to Progressive Educational Practices
    EditorsEnrico Postiglione
    Place of PublicationLondon and New York
    PublisherPalgrave Macmillan
    Chapter4
    Pages79-103
    Number of pages25
    Edition1
    ISBN (Electronic)9783031074929
    ISBN (Print)9783031074912
    DOIs
    Publication statusPublished - 2022

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