Please provide information on experimental work in peer-assessment and peer-tutoring at university level in the applicative contexts, if possible with ref. to teaching/learning a foreign language. Thanks!
Dear Maria Grazia Sindoni'
Indubitably, peer assessment and peer tutoring can potentially help learners' pace of progress and satisfy one of the basic tenets of social constructionist approaches to education , which places a high premium on social interaction in order for the learning to take place. As you have rightly observed, There are different methods for doing such a task. I hope the following references can provide you with what you are looking for. Good luck with your research.
Best regards,
R. Biria
https://www.csc.kth.se/~bjornh/Research/papers/ICL2006.pdf
https://www.fau.edu/.../The_effectiveness_of_peer_tutoring_in_further_and_higher_educati...
https://www.ucl.ac.uk/teaching-learning/sites/teaching.../self_and_peer_assessment.pdf
Dear colleague,
Yes, I've used it for a number of years now. The idea is not a new one - originally I heard of this from R.Whiting in his conference presentation over 15 years ago! This techniques works well if your students are pre-taught editing symbols, given clear instructions on what they should concentrate, and understand the benefits of this activity. The benefits are as follows: 1) they learn to recognize problems, 2) evaluate a written work, 3) exchange opinions, 4) can practise discussion skills. It keeps them busy.
Dear María,
I have some experience in peer-tutoring programs for language learners, but no at experimental design research, if that is your request. If you want I can provide some insigts on a two-year experience perido administering such a program.
My five cents
Jorge