You are here:

Supporting Self-, Peer-, and Collaborative- Assessment in E-Learning: The Case of the PEer and Collaborative ASSessment Environment (PECASSE) Article

, , , University of Athens, Greece

Journal of Interactive Learning Research Volume 19, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


Invited as a paper from ED-MEDIA 2006 Self-, peer-, and collaborative-assessment aim at integrating learning and assessment and promoting the active engagement of learners in the assessment process. This article presents a web-based environment, referred to as PECASSE, which supports these assessment methods. In addition to the basic functions of uploading learners' activities/reviews, grading/commentary of the work and results presentation, PECASSE supports (a) individual and collaborative elaboration of the activities, (b) review of the activities by one or group of learners, (c) collaboration of authors and/or assessors in synchronous and asynchronous way, (d) submission of the activities up to three rounds after assessors' comments, (e) evaluation of assessors, (f) grouping of learners and assignment of assessors following alternative strategies, and (g) a variety of strategies for setting the assessment scheme applied in the review process. The results from the evaluation of the environment revealed that PECASSE fulfils and facilitates self-, peer-, and collaborative-assessment in a successful way, promotes and enhances the learning process, and students have a positive attitude towards the environment and the assessment methods performed.


Gouli, E., Gogoulou, A. & Grigoriadou, M. (2008). Supporting Self-, Peer-, and Collaborative- Assessment in E-Learning: The Case of the PEer and Collaborative ASSessment Environment (PECASSE). Journal of Interactive Learning Research, 19(4), 615-647. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2018 from .


View References & Citations Map


  1. Chapman, O., & Fiore, M. (2001). Calibrated peer review: A writing and critical thinking instructional tool. The white paper: A description of CPR. Retrieved November 4, 2006, from
  2. Dochy, F., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279-298.
  3. Elwood, J., & Klenowski, V. (2002). Creating communities of shared practice: The challenges of assessment use in learning and teaching. Assessment and Evaluation in Higher Education, 27(3), 243–256.
  4. Freeman, M., & McKenzie, J. (2002). Implementing and evaluating SPARK, a confidential web-based template for self and peer assessment of student teamwork: Benefits of evaluating across different subjects. British Journal of Educational Technology, 33(5), 553-572. Gehringer, E. (2001). Electronic peer review and peer grading in computer-science courses. Proceedings of the 32nd SIGCSE Technical Symposium on Computer Science Education, (pp. 139-143), Charlotte, NC.
  5. Gogoulou, A., Gouli, E., Boas, G., Liakou, E., & Grigoriadou, M. (2007). Forming Homogeneous, Heterogeneous and Mixed Groups of Learners. Proceedings of the 11th International Conference on User Modeling: Workshop on Personalisation in e-Learning Environments at Individual and Group Level (PING2007) (pp. 33-40), Corfu, Greece.
  6. Gogoulou, A., Gouli, E., & Grigoriadou, M. (2008). Adapting and Personalizing the Communication in a Synchronous Communication Tool. Journal of Computer Assisted Learning, 24, 203-216. Harris, D., & Bell, C. (1994). Evaluating and assessing for learning. New York: Kogan Page. Kwok, R., & Ma, J. (1999). Use of a group support system for collaborative assessment. Computers & Education, 32, 109-125.
  7. Lin, S., Liu, E., & Yuan, S. (2001). Web-based peer assessment: Feedback for students with various thinking styles. Journal of Computer Assisted Learning, 17, 420-432.
  8. Martin, E., & Paredes, P. (2004). Using learning styles for dynamic group formation in adaptive collaborative hypermedia systems. International Workshop on Adaptive Hypermedia and Collaborative Web-based Systems (AHCW’04) held in conjunction with the International Conference on Web Engineering (ICWE 2004), (pp. 188-198), Munich, Germany.
  9. McConnell, D. (2002). The experience of collaborative assessment in e-learning. Studies in Continuing Education, 24(1), 73-92.
  10. Orsmond, P., Merry, S., & Reiling, K. (2000). The use of student derived marking criteria in peer and self assessment. Assessment and Evaluation in Higher Education, 25(1), 23–37.
  11. Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment and Evaluation in Higher Education, 27(4), 309-323.
  12. Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). (Eds). Knowing what students know: The science and design of educational assessment. Washington DC: National Academy Press.
  13. Pond, K., Ul-Hag, R., & Wade, W. (1995). Peer-review: A precursor to peer assessment. Innovations in Education and Training International, 32, 314-323.
  14. Prins, F., Sluijsmans, D., Kirschner, P., & Strijbos, J-W. (2005). Formative peer-assessment in a CSCL environment: A case study. Assessment and Evaluation in Higher Education, 30(4), 417-444.
  15. Salmon, G. (2002). Mirror, mirror, on my screen…Exploring online reflections. British Journal of Educational Technology, 33(4), 379-391.
  16. Silva, E., & Moreira, D. (2003). WebCoM: A tool to use peer review to improve student interaction. Journal of Educational Resources in Computing, 3(1), 1-14.
  17. Sitthiworachart, J., & Joy, M. (2004). The evaluation of students' marking in web-based peer assessment of learning computer programming. Proceedings of the International Conference on Computers in Education, (ICCE 2004), (pp. 1153-1163), Melbourne, Australia.
  18. Sluijsmans, D., Dochy, F., & Moerkerke, G. (1999). Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1, 293-319.
  19. Somervell, H. (1993). Issues in assessment, enterprise and higher education: The case for self, peer- and collaborative assessment. Assessment and Evaluation in Higher Education, 18, 221-233.
  20. Strachan, I., & Wilcox, S. (1996). Peer and self assessment of group work: Developing an effective response to increased enrolment in a third year course in microclimatology. Journal of Geography in Higher Education, 20(3), 343–353.
  21. Sung, Y-T., Chang, K-E., Chiou, S-K., & Hou, H-T. (2005). The design and application of a web-based self- and peer-assessment system. Computers & Education, 45, 187-202.
  22. Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.
  23. Trahasch, S. (2004). From peer assessment towards collaborative learning. Proceedings of the 34th ASEE/IEEE Frontiers in Education Conference, (pp. Vol. 2, F3F-16-20), Savannah, GA. Tsai, C-C., Lin, S., & Yuan, S-M. (2002). Developing science activities through a networked peer assessment system. Computers & Education, 38, 241-252.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact