Integrating peer assessment in teaching: A subject specialist perspective

At the beginning The need for a paradigm shift The global context: Learning individuals in a world of praxis The national contex: Deficiencies in researh methodology teaching The subject context: New ideas about knowledge The effect: A different kind of scientist trained in a different way The meaning of a paradigm shift The traditionalist, hermeneutic and critical perspectives Instructional and learning implications of the different perspectives The geometric learning field model Learning experiences and the geometric learning field model A foundation for peer assessment The logistics of the peer assessment procedure Analysis in peer evaluation Circular processes in closed groups and the question of standards The possibility of self-imposed standards Summary of main findings Conclusion References