@InProceedings{Son_ITiCSE09,
  author    = {Harald S{\o}ndergaard},
  title     = {Learning From and With Peers:
		The Different Roles of Student Peer Reviewing},
  booktitle = {Proceedings of the 14th Annual SIGCSE/SIGCUE Conference on
		Innovation and Technology in Computer Science Education},
  pages     = {31--35},
  publisher = {Association for Computing Machinery},
  address   = {New York, NY},
  year      = {2009},
  location  = {Paris, France},
  doi       = {10.1145/3263191},
  abstract  = {There are many different approaches to student peer assessment.
		In this paper I lay out the pedagogical philosophy behind my 
		own use of student peer reviews. These should not only be 
		seen as adding to the amount of formative feedback in a class,
		nor are they only about the development of certain higher-order
		cognitive skills. Properly aligned with an overall assessment
		strategy, peer reviewing can help build a stronger learning 
		community. I describe such a strategy and my experience using
		PRAZE, an online tool for student peer reviewing, as well as 
		students' response to the tool and its use.},
  keywords  = {Education, Peer review},
}

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