Does peer assessment promote student learning? A meta-analysis

Abstract

In recent years, there has been an increasing use of peer assessment in classrooms and other learning settings. Despite the prevailing view that peer assessment has a positive effect on learning across empirical studies, the results reported are mixed. In this meta-analysis, we synthesised findings based on 134 effect sizes from 58 studies. Compared to students who do not participate in peer assessment, those who participate in peer assessment show a .291 standard deviation unit increase in their performance. Further, we performed a meta-regression analysis to examine the factors that are likely to influence the peer assessment effect. The most critical factor is rater training. When students receive rater training, the effect size of peer assessment is substantially larger than when students do not receive such training. Computer-mediated peer assessment is also associated with greater learning gains than the paper-based peer assessment. A few other variables (such as rating format, rating criteria and frequency of peer assessment) also show noticeable, although not statistically significant, effects. The results of the meta-analysis can be considered by researchers and teachers as a basis for determining how to make effective use of peer assessment as a learning tool.     

Peer assessment in the digital age: a meta-analysis comparing peer and teacher ratings

Given the wide use of peer assessment, especially in higher education, the relative accuracy of peer ratings compared to teacher ratings is a major concern for both educators and researchers. This concern has grown with the increase of peer assessment in digital platforms. In this meta-analysis, using a variance-known hierarchical linear modelling approach, we synthesise findings from studies on peer assessment since 1999 when computer-assisted peer assessment started to proliferate. The estimated average Pearson correlation between peer and teacher ratings is found to be .63, which is moderately strong. This correlation is significantly higher when: (a) the peer assessment is paper-based rather than computer-assisted; (b) the subject area is not medical/clinical; (c) the course is graduate level rather than undergraduate or K-12; (d) individual work instead of group work is assessed; (e) the assessors and assessees are matched at random; (f) the peer assessment is voluntary instead of compulsory; (g) the peer assessment is non-anonymous; (h) peer raters provide both scores and qualitative comments instead of only scores; and (i) peer raters are involved in developing the rating criteria. The findings are expected to inform practitioners regarding peer assessment practices that are more likely to exhibit better agreement with teacher assessment.     

Effects of cognitive learning strategies for Korean learners: A meta-analysis

The purpose of this study was to synthesize the cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis. By means of pre-established systematic criteria, 50 articles were selected and 97 effect sizes were calculated. Effect size was calculated using ‘the Cohen’s d’ (Cooper &; Hedges, 1994). The research questions of the present study were as follows: (a) Are cognitive learning strategies generally effective? (b) What type of cognitive learning strategy is most effective? (c) Are effect sizes of different types of cognitive learning strategies different according to the applied domains, grade levels, and achievement levels? The results of the study indicate that, first of all, the overall cognitive learning strategies (97 ESs) yielded a large effect size (ESsm=.96), which was not homogenous (Q=55.19,p <.05). Thus, in each subcategory of learners’ characteristics and applied domains, we calculated effect sizes and conducted the test of homogeneity separately. Except for grade level, the effect sizes were generally homogenous in each subcategory. The findings revealed that cognitive strategies had large effect sizes (.82–1.69). For average achieving students as well as underachieving students (Learning Disabilities), cognitive learning strategies were very effective (.82–1.42). The effect of cognitive learning strategies was very large in terms of students in all grades (1.02–1.34), except for middle school students (.70). Lastly, the implications for the application of different cognitive learning strategies were discussed.     

Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment

This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the training, students reviewed learning concepts, discussed marking criteria, graded example projects and compared their evaluations with the instructor’s evaluation. Data were collected in the form of initial and final versions of students’ projects, students’ scoring of example projects before and after the assessment training, and written feedback that students provided on peer projects. Results of data analysis indicate that the assessment training led to a significant decrease in the discrepancy between student ratings and instructor rating of example projects. In addition, the degree of student vs. instructor discrepancy was highly predictive of the quality of feedback that students provided to their peers and the effectiveness of revisions that they made to their own projects upon receiving peer feedback. Smaller discrepancies in ratings were associated with provision of higher quality peer feedback during peer assessment, as well as better revision of initial projects after peer assessment.     

The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment

The purpose of this study was to compare the effects of two peer assessment methods on university students' academic writing performance and their satisfaction with peer assessment. This study also examined the validity and reliability of student generated assessment scores. Two hundred and thirty-two predominantly undergraduate students were selected by convenience sampling during the fall semester of 2007. The results indicate that students in the experimental group demonstrated greater improvement in their writing than those in the comparison group, and the findings reveal that students in the experimental group exhibited higher levels of satisfaction with the peer assessment method both in peer assessment structure and peer feedback than those in the comparison group. Additionally, the findings indicate that the validity and reliability of student generated rating scores were extremely high. Using Wiki interactive software and providing an online collaborative learning environment to facilitate peer assessment added value to peer assessment.     

The role of anonymity in peer assessment

This quasi-experimental study aimed to examine the impact of anonymity and training (an alternative strategy when anonymity was unattainable) on students’ performance and perceptions in formative peer assessment. The training in this study focused on educating students to understand and appreciate formative peer assessment. A sample of 77 students participated in a peer assessment activity in three conditions: a group with participants’ identities revealed (Identity Group), a group with anonymity provided (Anonymity Group) and a group with identities revealed but training provided (Training Group). Data analysis indicated that both the Anonymity Group and Training Group outperformed the Identity Group on projects. In terms of perceptions, however, the Training Group appreciated the value of peer assessment more and experienced less pressure in the process than the other two groups.     

Effects of online peer assessment on higher-order thinking: A meta-analysis

Online peer assessment (OPA) has been increasingly adopted to develop students' higher-order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA (n = 7; k = 22) and a control group or a pre–post comparison (n = 10; k = 17) were reviewed in this meta-analysis. The overall effect of OPA on HOT was significant (g = 0.76). Furthermore, OPA exerted more significant effects on convergent HOT (eg, critical thinking, reasoning and reflective thinking; g = 0.97) than on divergent HOT (eg, creativity and problem-solving; g = 0.38). Reciprocal roles and anonymity were found to positively moderate the impacts of OPA on HOT, although their moderating effects were not statistically significant because of small sample size of studies in the analysis. The results of the meta-analysis reinforce the arguments for regarding OPA as a powerful learning tool to facilitate students' HOT development and reveal important factors that should be considered when adopting OPA to enhance students' HOT.

Practitioner notes

What is already known about this topic

• Online peer assessment (OPA) has significant positive impacts on learning achievement.
• OPA has been regarded as a potential approach to cultivating students' higher-order thinking (HOT) but has not been proved by meta-analysis.
• OPA should be carefully designed to maximise its effectiveness on learning.

What this paper adds

• OPA has been proved to significantly positively influence students' HOT via meta-analysis.
• OPA exerted more significant effects on convergent HOT than on divergent HOT.
• The potential of reciprocal roles and anonymity for moderating the impacts of OPA on HOT should not be underestimated.

Implications for practice and/or policy

• OPA could be a wise choice for practitioners when they help students to achieve a balanced development of HOT dispositions and skills.
• Students' divergent HOT can be encouraged in their uptake of peer feedback and by allowing them autonomy in deciding assessment criteria.
• OPA with design elements of reciprocal roles and anonymity has great potential to promote students' HOT.

     

Feedback,feedforward: evaluating the effectiveness of an oral peer review exercise amongst postgraduate students

Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students.     

The assessment cycle: a model for learning through peer assessment

This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place through peer assessment. The model is applied to three activity structures described in the literature to analyse their potential to support learning by promoting self-assessment. Broadly speaking, the model can be used to understand learning that takes place in a variety of peer assessment activities: marking/grading, analysis, feedback, conferencing and revision. This approach contrasts most studies on peer assessment, which have focused on calibration of instructor and peer grades, rather than learning opportunities.     

Investigating secondary school students’ unmediated peer assessment skills

The purpose of this study was to investigate secondary school students’ unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers’ science web-portfolios. Additionally, students’ attitudes towards and intentions about the use of unsupported reciprocal peer assessment were examined. Three data sources were used, namely, interviews, screen-video captured data, and the peer assessors’ feedback produced. Findings showed that the students have positive attitudes towards unsupported reciprocal peer assessment and that they intend to implement it again. It was also found that students have the skills, at least the beginnings, needed for the implementation of peer assessment. Specifically, they were found to be able to define and use their own assessment criteria, whose overall validity and reliability, however, were found to be low. Finally, the feedback they produced included grades, positive and negative judgments, as well as suggestions for changes.     

In the eye of the beholder: The relationship between perceived peer language skills,provided peer feedback and peer grading in secondary education

Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades.     

The development of science activities via on-line peer assessment: the role of scientific epistemological views

This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school education to develop science activities for future instruction. Each student was asked to submit a science activity project for pre-school children, and then experienced three rounds of peer assessment. The effects of the online peer assessment module on student learning were examined, and the role of Scientific Epistemological Views (SEVs) in the learning process was carefully investigated. This study found that student peers displayed valid scoring that was consistent with an expert’s marks. Through the online peer assessment, the students could enhance the design of science activities for future instruction; for instance, the science activities became more creative, science-embedded, feasible and more suitable for the developmental stage of pre-school children. More importantly, students with more sophisticated (constructivist-oriented) SEVs tended to progress significantly more for designing science activities with more fun, higher creativity and greater relevancy to scientific knowledge, implying that learners with constructivist-oriented SEVs might benefit more from the online peer assessment learning process. These students also tended to offer more feedback to their peers, and much of the peer feedback provided by these students was categorized as guiding or helping peers to carefully appraise and plan their science activity projects. This study finally suggested that an appropriate understanding regarding the constructivist epistemology may be a prerequisite for utilizing peer assessment learning activities in science education.     

The role of technology in supporting classroom assessment in play-based kindergarten

There has been a rapid increase in the integration of new technologies in early education. While research has examined how technology can benefit classroom instruction, few studies have looked specifically at how technology is used by early educators to enhance their classroom assessment practices. The current study examined educators’ approaches towards the integration of technology in assessment in 20 play-based kindergarten classrooms. The majority of educators described technology as improving the efficiency of their assessment practices, while a minority of educators described technology as meaningfully extending student learning in assessment. Implications of different uses of assessment technology are discussed.     

Interactive learning through web-mediated peer review of student science reports

Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged double-blind reviews. The first study randomly assigned students to four groups representing full, partial, or no peer review. Students engaging in any aspect of peer review made more revisions than students confined to reviewing their own reports. In the second study, all students engaged in peer review, and the influence of writing versus receiving critiques was analyzed using linear regression. Both studies showed receiving reviews to be more significant than writing them in terms of triggering report revisions. Students valued the peer review experience and credited it with giving them insights about their work. Conclusions address implications for optimal design of online peer review systems and for further research into student learning gains.

The effect of peer assessment on problem solving skills of prospective teachers supported by online learning activities

This study examined the effect of peer assessment on prospective teachers’ performances in complex problem solving. This study also investigated how feedback functions, agreement with peer feedback, and feedback direction affected the use of feedback. The participants included 68 prospective teachers enrolled in the Teaching Methods-2 course during 2012–2013 spring semester and 14 prospective teachers pursuing MA studies on Computer Education and Instructional Technology. The data included prospective teachers’ case solutions and MA students’ feedback reports. The results indicated that groups in both feedback and non-feedback conditions improved on developing solutions for the problems. Additionally, the results showed that while feedback function and feedback direction predicted the use of feedback, prospective teachers’ agreement with feedback was not related to the feedback use. Suggestions were made for further research in line with the findings.     

Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features

This paper reports a systematic literature review examining empirical studies on the effects of peer assessment for learning. Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole. This makes peer assessment an interpersonal and interactional process. Using this social perspective in order to study learning effects, we focus on the impact of the structural arrangement of peer assessment on learning, and the influence of interpersonal variables.The literature search, focusing on empirical studies measuring learning outcomes in a peer assessment setting, resulted in 15 studies conducted since 1990 dealing with effects (performance or perceived learning gains) of peer assessment. Our analysis reveals that, although peer assessment is a social process, interpersonal variables have hardly been studied; more specifically, they were measured in only 4 out of 15 studies. Moreover, they are not used to explain learning gains resulting from peer assessment. Finally, comparing the studies with respect to structural features reveals that, although the differences between the studies are significant, there seems to be no relation with the occurrence of learning benefits. The results of this review seem to indicate that research on peer assessment from a social perspective is still in its infancy and deserves more attention.     

Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment

The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed online assessment training by engaging in a consensus-seeking, synchronous group discussion of the rubric-based ratings they gave to sample counter-offer letters. They then engaged in web-based assessment of randomly assigned peer counter-offer letters and upon receiving peer feedback, submitted revision of their own counter-offer letter. The discussion groups were randomly assigned to either anonymous (using a pseudo name) or identified conditions (using real name). Findings indicate that the quality of student counter-offer letters improved after online assessment training, and improved even more after web-based peer assessment. There were no significant differences between anonymous discussion groups and identified groups.     

Assessing assessment quality: Criteria for quality assurance in design of (peer) assessment for learning - A review of research studies

The interest in assessment for learning (AfL) has resulted in a search for new modes of assessment that are better aligned to students’ learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional, psychometric criteria is being questioned in the context of assessment for learning. On the other hand, it has been argued that new criteria need to be formulated to acknowledge the unique features of assessment for learning. The issue dealt with in this review is what quality criteria are specifically relevant to AfL. Studies using (peer) assessment for learning were evaluated with regard to use of quality criteria under two perspectives: their recognition of educational measurement criteria, as well as their consideration of student involvement in the assessment of learning. The selected studies were analyzed to determine what specific criteria were utilized in (successive parts of) the assessment cycle (i.e., the process of construction, administration and follow up of an assessment). Our results indicate that quality criteria are dissimilarly connected to the distinct steps of an assessment cycle, which holds as well for the attention given to student involvement in assessment for learning.     

Explicitness of criteria in peer assessment processes for first-year engineering students

This article will outline the motives for the implementation of peer assessment as put into action at the first year of the Civil Engineering course of the University of Minho. The implementation of new assessment methods was a consequence of the successful implementation of peer assessment at other engineering courses. During the semester, three assessment moments took place, in which students assessed the work of their peers. Assessment criteria were defined in a negotiation process between students and teacher. The students subsequently graded the work of their colleagues and had to provide a clear justification for each given grade. The aim of this method is to involve students in the subject, enhance their motivation and deepen their learning. Advantages and disadvantages of peer assessment are discussed. The results that have been obtained so far draw attention to the nature of assessment criteria and the corresponding explicitness.