Co-creation and iterative social learning in technology-enabled peer assessment environment (double-loop mutual assessment approach)

This paper is motivated by IT-enabled peer assessment of complex task competencies as a social learning phenomenon. Despite popularity and evident validity of peer assessment techniques, several critical limitations, such as reliance on central authority and constraint to either formative or summative assessment, are present in existing designs of IT-enabled peer assessment systems. The present study contributes to the area of peer assessment literature by proposing theoretical justification for a new peer assessment technique, called Double-Loop Mutual Assessment (DLMA). This technique encompasses a simple but effective system of checks and balances that produces enhanced complex task competency development and assessment through formative and summative feedback. The resulting laissez-faire success metric is valid, reliable and does not require intervention of a moderator. The proposed technique can be applied in a wide variety of collective learning and/or co-creation setting where direct face-to-face interactions are difficult or anonymity is required.