Effective peer assessment processes: Research findings and future directions |
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| Authors: | Marjo van Zundert Dominique Sluijsmans Jeroen van Merriënboer |
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| Institution: | 1. Pharmacy Department, Bruyère Continuing Care, Ottawa, Ontario, Canada;2. Bruyère Research Institute and CT Lamont Primary Health Care Research Centre, Ottawa, Ontario, Canada;3. Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada;4. School of Pharmacy, University of Waterloo, Ontario, Canada;5. Centre for Extended Learning, University of Waterloo, Waterloo, Ontario, Canada;6. Department of Sociology and Anthropology, University of Ottawa, Ottawa, Ontario, Canada;7. Summerville Family Health Team, Mississauga, Ontario, Canada;8. Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada;9. Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada;10. Centre for Evaluation of Medicines, St. Joseph’s Healthcare Hamilton, Hamilton, Ontario, Canada;11. College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada;1. Hacettepe University, Department of Computer Education and Instructional Technology, 06800 Beytepe, Ankara, Turkey;2. Hacettepe University, Department of Primary Education, 06800 Beytepe, Ankara, Turkey;1. Mathematics Education Centre, Loughborough University, Loughborough, UK;2. No More Marking Ltd., Guildford, UK |
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| Abstract: | Despite the popularity of peer assessment (PA), gaps in the literature make it difficult to describe exactly what constitutes effective PA. In a literature review, we divided PA into variables and then investigated their interrelatedness. We found that (a) PA's psychometric qualities are improved by the training and experience of peer assessors; (b) the development of domain-specific skills benefits from PA-based revision; (c) the development of PA skills benefits from training and is related to students' thinking style and academic achievement, and (d) student attitudes towards PA are positively influenced by training and experience. We conclude with recommendations for future research. |
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