I think formative, qualitative, reflective assessment procedures are ideal for P2P learning. We want to encourage self-direction, reflection, critical thinking, and process-orientation in these endeavors. Students must come to understand that it is not the end-of-the-semester product that matters, but the quality of the process in which they engage that is important. So this necessitates an ongoing evaluation process in which the students themselves take part, along with their peers and tutor. Actually, if this can be an open, public process, even better, for more people can potentially participate.

Assessment would certainly benefit from a non-hierarchical approach…but could it be fit into a P2P schema without compromising the essence of P2P? I guess like anything else it’d depend on how it was set up.

Also, in terms of formative rather than evaluative assessment, maybe distance peer feedback would be both easier to take, and easier to dish out, without longer-term unmediated classroom relationships?