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Effective peer assessment processes: Research findings and future directions
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.
... As students analyse their peers' essays and provide feedback, they naturally compare the strengths and weaknesses of their peers' work to their own writing style and approach. This comparative process encourages self-reflection, allowing students to consider how they would approach the assignment differently or which aspects of their writing they could improve upon [17,27,28]. ...
... Additionally, peer assessment promotes the cultivation of interpersonal skills, such as effective communication, collaboration, and conflict resolution, which are integral to success in diverse professional settings [17,[45][46][47]. Through constructive engagement with their peers, students learn to navigate differing viewpoints, negotiate consensus, and work collaboratively towards shared goals [48,49]. ...
... One of the primary challenges of peer assessment is the potential lack of expertise among peers, particularly in complex subject areas [17,68]. Peers may not possess the same level of knowledge or proficiency as instructors, making it difficult for them to provide accurate assessments or meaningful feedback [46,52,57,69]. ...
... In student-focussed teaching, the role of the teacher changes from knowledge transmission to learning facilitation (Biggs & Tang, 2007;Kember & Gow, 1994;Struyven, Dochy, & Janssens, 2011). Although a large body of research is available how teachers can create student-centred approaches, several researchers (Dochy, Segers, & Sluijsmans, 1999;Van Zundert, Sluijsmans, & van Merriënboer, 2010) have highlighted that the role of new assessment methods in student-centred learning is not well-understood and under-researched. Self-assessments and peer assessment can provide a rich and valuable learning experience for students, which can boost student self-confidence, stimulate self-reflection, lead to increased student satisfaction and improved performance (Dochy, et al., 1999;Van Zundert, et al., 2010). ...
... Although a large body of research is available how teachers can create student-centred approaches, several researchers (Dochy, Segers, & Sluijsmans, 1999;Van Zundert, Sluijsmans, & van Merriënboer, 2010) have highlighted that the role of new assessment methods in student-centred learning is not well-understood and under-researched. Self-assessments and peer assessment can provide a rich and valuable learning experience for students, which can boost student self-confidence, stimulate self-reflection, lead to increased student satisfaction and improved performance (Dochy, et al., 1999;Van Zundert, et al., 2010). Recent research (Sluijsmans, Brand-Gruwel, Van Merriënboer, & Bastiaens, 2003;Van Zundert, et al., 2010) has looked into how self-assessment and peer assessment can help learners to reflect on their role within a group and their individual contributions to the group process and group product in both a formative and summative manner. ...
... Self-assessments and peer assessment can provide a rich and valuable learning experience for students, which can boost student self-confidence, stimulate self-reflection, lead to increased student satisfaction and improved performance (Dochy, et al., 1999;Van Zundert, et al., 2010). Recent research (Sluijsmans, Brand-Gruwel, Van Merriënboer, & Bastiaens, 2003;Van Zundert, et al., 2010) has looked into how self-assessment and peer assessment can help learners to reflect on their role within a group and their individual contributions to the group process and group product in both a formative and summative manner. While peer assessment traditionally is used for grading or marking peers using traditional pen-and paper, there is a call for more formative (i.e. for learning) assessment and feedback that goes beyond marking and grading using ICT. ...
Learning in authentic projects is supposed to enhance graduates knowledge, skills and future employment. However, in programmes with a large number of students, implementing project-based learning and providing helpful guidance, extensive feedback, and support by teachers can be cumbersome. While peer assessment traditionally is used for grading or marking peers, there is a call for more formative (for learning) assessment and feedback using ICT which goes beyond marking and grading. This study took place in a post-graduate course on Event Operations management, whereby 69 primarily international students were divided into nine teams and worked together for a sustained period of fourteen weeks on a high-stake assignment, namely running a successful and profitable event. For ascertaining whether inter- and intra-team learning and knowledge spillovers occurred during the course, we employed a method developed within the field of Social Network Analyses (SNA). We measured prior friendship and work relations during the first week, while possible knowledge spillovers between learners and teams were assessed during week 14.In contrast to previous research on evolution of knowledge spillovers in small-group settings by Hernandez Nanclares et al. (2012), our results seem to indicate that knowledge spillovers across teams reduced over time. While all nine teams had substantial work and friendship relations outside their own team at the beginning of the module, over time all teams became more focussed on learning within teams. While pre-existing friendship ties are significantly correlated to the post- measurements of learning and work networks, pre-existing work ties are more strongly correlated with learning ties after fourteen weeks, as confirmed by multiple regression quadratic assignment procedures. Although further research is needed to confirm the underlying dynamics why teams and learners became more internally focussed, we hypothesise that the instructional design (i.e. focus on competition) and task-assignment may have a stronger impact on reducing knowledge spillovers between learners and teams.
... Additionally, the articles reviewed by the authors revealed overall positive student attitudes towards peer reviews and the information received from this type of feedback. A more recent review carried out by Van Zundert and her colleagues (Van Zundert et al., 2010) rendered similar results, confirming both learners' openness towards peer feedback and its several academic and social benefits. ...
... Additionally, carrying out reviews of other students' work was seen as beneficial for the development of the reviewer's own writing skills. Like the participants in the studies discussed by Dochy et al. (1999) and Van Zundert et al. (2010), the learners in this work displayed positive attitudes towards peer reviews, overwhelmingly expressing their preference for this type of feedback. ...
... In contrast, the concept of peer assessment has garnered significant interest among educators and researchers in numerous other academic disciplines within higher education, spanning the physical sciences, social sciences, and humanities, as well as various professions such as computer science, engineering, and nursing (for comprehensive reviews, see Topping 1998;Falchikov and Goldfinch 2000;Van Zundert, Sluijsmans and Van Merriënboer 2010) The research and developments in these diverse fields have yielded valuable pedagogical tools and empirical insights that have the potential to enlighten and aid accounting educators in the effective integration of peer assessment practices (Phillips 2016). ...
... The alignment of perspectives between instructors and students holds significance in ensuring the validity of assessment outcomes. Consequently, research designs that introduce students to assessment criteria, either through structured training (e.g., Cho, Schunn and Wilson 2006) or by involving them in the formulation of these criteria (e.g., Reiling 2000, Van Zundert, Sluijsmans andVan Merriënboer 2010;Kilgour et al. 2020) tend to yield results that are not only more valid but also more reliable (Falchikov and Goldfinch 2000). ...
The perceived lack of reliability is one aspect of peer assessment that makes educators reluctant to use it in their teaching. This study was done among third‒year information systems students who had to assess two assignments of their peers by using rubrics. The rubrics differed in the sense that the one was more detailed requiring less subjective judgement while the other one was less detailed and required more subjective judgement from assessors. To determine the reliability of the peer assessment process, all the assignments of the participants in the study were re‒assessed by the lecturer and the marks compared. While the reliability of the peer assessment of both projects was acceptable, the assessment of the assignment requiring less judgement was more reliable compared to the assignment requiring more subjective judgement. A survey done among the participants revealed that they were happy with their marks and with the effort put in by their peers in assessing them. A significant number of students believed their peers awarded them higher marks for both assignments; however, this was only found to be the case for the assignment requiring more subjective judgment. It was also found that while the ratings of one peer rater resulted in reliable marks when the detailed rubric was used, it was not the case for the rubric requiring more subjective judgement. This study provides motivation for educators to use peer assessment as fears about the reliability thereof is unwarranted provided that properly designed rubrics are used, and students are adequately guided through the process. Keywords: Peer assessment, reliability, rubrics, accounting education
... For effective implementation of peer assessment at a primary level, Lai and Hwang (2014) suggested that developing peer-assessment criteria collaboratively with students led to more in-dept thinking and better critical thinking outcomes compared to conventional methods. Furthermore, training students in assessment techniques was crucial, as it significantly enhances reliability and validity (Li et al., 2020;van Zundert et al., 2010). Moreover, teachers' role was vital; their intervention and guidance can amplify the benefit of peer assessment (van Zundert et al., 2010). ...
... Furthermore, training students in assessment techniques was crucial, as it significantly enhances reliability and validity (Li et al., 2020;van Zundert et al., 2010). Moreover, teachers' role was vital; their intervention and guidance can amplify the benefit of peer assessment (van Zundert et al., 2010). Finally, regular and frequent peer assessment activities led to better learning achievement and higher student motivation (Joh, 2021). ...
English writing and critical thinking are not only fundamental to academic success but also play a crucial role for the holistic development of primary students. This study investigated the effects of a cloud-based gamified instruction integrating peer assessment on primary student English writing and critical thinking. A pre- and post-test with a delayed pos-test research design was used; thirty-five grade sixth students participated in the study. The research instruments included writing and critical thinking tests. The data were analyzed using repeated measures ANOVA. There was a significant improvement writing from a pre-test through and post-test and delayed post-test (F = 853.76, p < 0.001). The F-value indicated a significant difference between pre- and post-test, but there was little difference between post- and delayed post-tests. The high effect size (η² = 0.96) confirmed the effectiveness of the intervention on writing. Similarly, analysis also indicated a significant effect the intervention on the critical thinking improvement over time (F = 632.89, p < 0.001). The high effect size (η² = 0.95) emphasized the practical significance of the improvements across the three time points. This confirmed the positive effects of the cloud-based gamified instructional model on writing and critical thinking.
... To address these challenges, one key factor in improving the reliability and validity of peer assessment, and consequently the quality of PF, is rater training [27,28]. The metaanalysis by Li et al. confirmed that peer assessment becomes significantly more effective when supported by training [21]. ...
... Additionally, students received training to ensure they could use the rubrics and give PF effectively. Research indicates that training enhances the reliability and validity of peer assessments [21,27,28]. Instructors explained the peer assessment process, its purpose, and the rubric in class, giving students the opportunity to ask questions. ...
As technology continues to reshape education, the integration of peer feedback (PF) is increasingly recognized as a key element in promoting student collaboration and learning. This design study tracks the development and implementation of the Thinq Tank tool, which is aimed at facilitating dialogic PF within computer-supported collaborative-inquiry learning (CSCiL) environments. The research was conducted through three design iterations, comparing two key experimental conditions: one contrasting non-dialogic PF with dialogic PF, and another comparing dialogic PF with scripted dialogic PF featuring dynamic sentence-starters and defined roles. Utilizing a quasi-experimental design, we assessed the overall impact on scientific (collaborative) learning outcomes, students’ perceptions of PF, and the composition and elements of PF dialogues. The findings suggest that the integration of dialogic PF within a CSCiL lesson series helps to boost scientific collaborative learning outcomes and increases student receptivity to PF. The study demonstrates that integrating structured support mechanisms within PF tools promotes PF dialogues in which students critically evaluate each other’s work and collaboratively think about ways to improve quality. These insights illustrate that structured, technology-supported PF can significantly advance inquiry outcomes and foster deeper collaborative learning in secondary STEM education.
... Studies also confirm that involving students in peer feedback on a long-term basis has multiple learning advantages and that double-loop feedback facilitates the feedback uptake processes (Mercader et al., 2020). Numerous studies highlight that providing students with training in providing feedback can affect the quality of peer feedback and its uptake (Hanrahan & Isaacs, 2001;Li et al., 2020;Mercader et al., 2020;Van Zundert et al., 2010;Wanner & Palmer, 2018). The effects of peer assessment on learning were more pronounced in assessment situations when explicit rating criteria were provided, when students assumed the roles of both assessors and assessees and when assessors and assessees were matched at random (Li et al., 2020). ...
... In this case, competence is boosted by having prior experience with the content and task for which the feedback is provided. However, as other studies suggest, it is also important to ensure competence in terms of the skills needed to provide good peer feedback (Gielen et al., 2010;Hanrahan & Isaacs, 2001;Li et al., 2020;Mercader et al., 2020;Van Zundert et al., 2010;Wanner & Palmer, 2018). While this can be achieved through training for composing good feedback, it is also essential to provide students with opportunities to practise their feedback skills. ...
In this study, we aimed to explore the impact of different roles of feedback providers on their experience of providing feedback, as well as their influence on the feedback receivers’ responses to feedback. The students who performed the assignment (creating learning material) assumed the role of peer experts (N=22) in providing
feedback. The other students (N=22) took on the role of peer users as they used the developed learning materials. The data on the students’ experiences were collected using the Intrinsic Motivation Inventory. The response to feedback was explored via interviews with the peer experts. Findings indicate that the peer experts exhibited a higher sense of competence than the peer users. Their feedback was perceived as more clear, specific, and useful than that provided by the peer users. According to the Self-Determination Theory, we highlight the importance of different task design features for students’ sense of competence, relatedness, and autonomy.
... At this point, the design of PA activities must take into account the results found so far in the literature. On the one hand, Van Zundert et al. (2010) have seen how the training and experience that students had when carrying out PA influenced the quality of the activities, so that some kind of training is necessary to be successful in this type of activities. In order to improve feedback processes, it is necessary to develop more effective processes based on teacher feedback literacy. ...
... Fernández-Ferrer and Cano (2019) confirm how experience improves the application of PA (Van Zundert et al., 2010), so they should train as proposed by Lluch and Cano (2023), or support with scaffolding, as suggested by García-Jiménez (2015) and Blau and Shamir-Inbal (2017). On the other hand, Marín and Pérez (2016), Ng (2016), and Raposo-Rivas and Gallego-Arrufat (2016) mention the importance of the anonymity they achieve with technology, ...
Peer assessment is one of the approaches to develop self-regulation of learning. When evaluating the work of peers, metacognitive strategies of critical reflection are employed. They improve their own learning especially if evaluative feedback and/or suggestions for modification are provided. The aim of this systematic review is to learn how technology can facilitate self-regulation of learning, using peer assessment activities. We focus on higher education. To achieve the objective, we searched WoS and Scopus, obtaining 15 publications that concatenate the four search terms: self-regulated learning, peer assessment, higher education, and technology. These four terms must appear in the title, abstract or keywords. In this way, we ensure that the topic to be reviewed is central to the publication. The results are analyzed using the model for systematic review, which has three phases: description, synthesis, and critique. A proposal has been made to improve the design of courses in virtual classrooms, focusing on Moodle, and to include peer evaluation to improve self-regulated learning. It highlights the possibility of virtual classrooms to configure a rubric to guide the evaluation, together with the request for mandatory comments to justify the evaluation. This helps the student reflect on what is wrong and why, and how to improve. It also highlights the facility to randomly assign a specific number of tasks per reviewer or per task, and to make the whole process completely anonymous. The technology allows short deadlines for submission and review times to be maintained for instant feedback, as it can be configured with a single click. Finally, and related to this, Moodle can reopen the submission phase, to send an improved version based on feedback, and the evaluation phase, to check that the proposed improvements have been made. This helps to a greater extent to apply metacognitive strategies.
... Peer assessment could be regarded as a powerful way to cultivate student assessment literacy (e.g., Ketonen et al., 2020;van Zundert et al., 2010). On one hand, when students take on the role of assessors, they are expected to analyze and assess their peers' work, identifying both their strengths and weaknesses based on predetermined criteria. ...
Peer assessment operates bi-directionally which enables students to play dual roles as assessors and assesses. This unique assessment experience not only provides students with good chances to engage with standards of work and understand assessment purposes, but also cultivates their skills to evaluate others’ work, give feedback, and use feedback from others. Therefore, peer assessment could be regarded as a powerful way to cultivate student assessment literacy. This chapter first analyzes learning theoretical framework of the peer assessment approach and synthesizes influencing factors via the lens of multiple perspectives such as social constructivism, socio-cultural approach, socio-cognitive perspective, and socio-material approach. After theoretical discussion, relevant empirical studies at different levels of education are reviewed to identify the impacts of peer assessment on student assessment literacy, crucial design features of peer assessment and influencing factors. Accordingly, practical suggestions on designing and implementing peer assessment to promote student assessment literacy are provided at the end of chapter.
... When grading, students tended to overestimate their performance compared to the teacher's assessment, suggesting that they did not significantly improve in their ability to critically and objectively assess (H2). It should be noted that, by nature, students tend to grade in a biased manner, either favouring or disadvantaging certain peers deliberately (Blanco & Sánchez, 2012;Van Zundert et al., 2010). However, in this case, the results showed that students obtained higher grades on their presentations compared to those of the teacher, indicating that they did not acquire the necessary skills to objectively evaluate verbal communication (H3). ...
This study focuses on the implementation of the Pecha Kucha teaching-learning technique in the university context with the aim of improving the oral communication skills of students, highly valued in the current workplace. This technique forces students to be concise and clear exposing. The research was carried out with 46 students of the Banking Management course at the University of Seville. Both the final grades of the students and their perception of the oral communication skills they had acquired through this experience were evaluated. The results do not show a significant relationship between the Pecha Kucha activity and the final grades of the students, which would lead us to propose improvements in the evaluation system of the activity. The perception of the students is positive about the level of communication skills acquired and the adequacy of this technique for their development. This teaching innovation seeks to prepare students for financial challenges and develop key skills for personal and professional success. Development of speaking in higher education: the potential of the pecha kucha technique educade, nº 16, 2025, p. 30 Resumen: Este estudio se centra en la aplicación de la técnica de enseñanza-aprendizaje Pecha Kucha en el contexto universitario con el objetivo de mejorar las habilidades comunicativas orales de los estudiantes, muy valoradas en el mundo laboral actual. Esta técnica obliga a los alumnos a ser concisos y claros exponiendo. La investigación se llevó a cabo con 46 alumnos de la carrera de Gestión Bancaria de la Universidad de Sevilla. Se evaluaron tanto las calificaciones finales de los alumnos como su percepción de las habilidades de comunicación oral que habían adquirido con esta experiencia. Los resultados no muestran una relación significativa entre la actividad Pecha Kucha y las calificaciones finales de los alumnos, lo que nos llevaría a proponer mejoras en el sistema de evaluación de la actividad. La percepción de los alumnos es positiva sobre el nivel de competencias comunicativas adquiridas y la adecuación de esta técnica para su desarrollo. Esta innovación docente pretende preparar a los alumnos para afrontar retos financieros y desarrollar habilidades clave para el éxito personal y profesional.
... Peer assessment could be regarded as a powerful way to cultivate student assessment literacy (e.g., Ketonen et al., 2020;van Zundert et al., 2010). On one hand, when students take on the role of assessors, they are expected to analyze and assess their peers' work, identifying both their strengths and weaknesses based on predetermined criteria. ...
... Nevertheless, the reliability of unserious peer raters can be improved by proper interventions (Van Zundert et al., 2010). Current studies have made attempts to calibrate scores based on student engagement and previous peformance (Piech et al., 2013), or train evaluation skills during the peer evaluation process (Gorham et al., 2023). ...
Peer evaluation of individual or group work is often adopted in team-based learning design. However, some raters may not take the evaluation process seriously and exhibit behaviors such as using the same score, rushing through evaluations, or not evaluating during the presentation. This study investigates the issue of unserious peer evaluation in group presentations, focusing on their behavior patterns. Using evaluation behavior analysis indicators, we identified unserious raters who exhibited low reliability in the peer evaluation process. Further, we conducted a preliminary analysis to detect unserious raters based on learner model data available before the peer evaluation process. This information can assist teachers in providing personalized prompts and interventions prior to the peer evaluation process, thus enhancing the evaluation quality of these students with timely prompts to them.
... The ongoing development of peer assessment as an instructional tool requires continuous exploration of how students' attitudes evolve over time and what factors contribute to their acceptance or resistance. Researchers such as Van Zundert et al. (2010) have called for further investigation into the long-term effects of peer assessment on learning, as well as clearer methodological frameworks that link the assessment process to specific learning outcomes. These efforts aim to solidify the role of peer assessment as a meaningful, reliable, and equitable practice in modern education. ...
... Van Zundert et al. (2010) argue that peer assessment satisfies these new objectives since cooperative learning is working together to complete a task, and self-directed learning involves learners actively directing their own learning process. ...
Writing is regarded as one of the most difficult tasks for middle school students who are learning a second language (L2), particularly when it comes to English writing. The study assessed the effect of peer assessment based cooperative learning by implementing quantitative method on the English writing performance of middle school students. 30 students aging from 12 to 14 selected from middle school by convenience sampling method participated in this experiment. After pre and post-test score comparisons, the results analyzed by paired samples t-test showed that the new teaching strategy significantly improved students’ writing performance (t=-3.227, p<0.05). After the experiment, a survey on satisfaction towards new teaching strategy was conducted indicating that they found the new approach to be really satisfactory based on the questionnaire. Therefore, peer assessment based cooperative learning not only enhanced students’ satisfaction but also effectively improved English writing performance.
... Peer feedback given in non-optimal circumstances, poor timing or inadequate social dynamics, often falls through prior to implementation, and it may take several failed attempts at feedback to give rise to meaningful changes [14][15][16]. Existing literature highlights the need for teaching around peer feedback [4,13,17,18]. ...
Introduction
Self-directed peer feedback is integral to the problem-based learning (PBL) process, but poorly scaffolded feedback processes can be inefficient and ineffective and there is little guidance on how students should structure these processes. This study aims to identify implementation considerations for a group function reflection tool and explore group feedback behaviours around the operationalization of the tool.
Methods
We conducted a qualitative study informed by direct content analysis using the group function reflection tool and conducted semi-structured focus groups in 2024 with 24 medical students and two tutors participating in a PBL curriculum. Students conducted peer feedback using the tool over four weeks, submitted feedback through an online form, and reflected on their experiences in focus groups. We analyzed feedback responses and transcripts in a staged approach, sensitized by three frameworks: the Human Factors Framework, the Task-Gap-Action model of feedback, and Thanks for the Feedback: Appreciation, Coaching, and Evaluation.
Results
We constructed five themes: 1) appreciative feedback is often under-valued, 2) there is tension between structure and flexibility in the feedback process, 3) the interplay between written and verbal feedback, 4) the density of feedback requires careful optimization, and 5) the tool as a threat to tutors.
Discussion
Operationalization of the tool exposed tensions around the peer feedback process. The tool reinforced the importance of a self-guided process for peer feedback which also requires prompting. It raised assumptions about the PBL feedback process which should be further studied to better understand peer feedback in broader contexts.
... Det er interessant å merke seg at HV-gruppen hadde den største gjennomsnittlige forbedringen i poeng, noe som antyder at hverandrevurdering kan vaere spesielt gunstig for studenters laering. Dette funnet er i tråd med tidligere forskning som har vist at hverandrevurdering kan fremme dypere laering, kritisk tenkning og metakognitive ferdigheter [Topping, 1998, van Zundert et al., 2010. Ved å vurdere medstudentenes arbeid må studentene anvende sin forståelse av fagstoffet og gi konstruktiv tilbakemelding. ...
Denne studien undersøkes effekten av lærervurdering (LV), egen-vurdering (EV) og hverandrevurdering (HV) på læringsutbyttet til 528 studenter i et introduksjonskurs i informatikk. Studentene ble tilfeldig fordelt i tre grupper, hvor hver gruppe mottok en annen type tilbakemelding på en obligatorisk oppgave. Resultatene viste at alle intervensjonene førte til en signifikant forbedring i studentenes prestasjoner fra første utkast til endelig innlevering (p < 0.05). HV-gruppen hadde den største gjennomsnittlige økningen i poeng (M = 0.52), etterfulgt av LV (M = 0.45) og EV (M = 0.36). På eksamen oppnådde HV-gruppen den høyeste gjennomsnittlige poengsummen (67.08%), sammenlignet med EV (62.85%) og LV (62.59%). Disse funnene fremhever potensialet til alternative vurderingsmetoder, spesielt hverandrevurdering, som effektive verktøy for å fremme læring og prestasjoner. Studien bidrar til forskningen på vurdering i høyere utdanning og gir innsikt i fordelene og utfordringene ved hver tilnærming. Resultatene har viktige implikasjoner for vurderingspraksis og understreker behovet for å kombinere egenvurdering og hverandrevurdering med tradisjonell lærervurdering for å skape et mer helhetlig og studentsentrert vurderingsmiljø.
... Peer assessment is considered as a strategy for giving effective feedback to learners (van Zundert et al., 2010). This involves students evaluating each other's grades, learning outcomes, or performance (Sari et al., 2016). ...
The purpose of this paper is to explore the current situation and challenges of assessing science learning achievement in primary school. We interviewed 23 primary school science teachers from 17 schools in an East metropolitan area of 10 million people in China. Drawing from a grounded theory study, our findings revealed a generally favorable disposition among primary school science teachers toward the assessment on scientific academic performance. But the current primary school science assessment is still lacking in standardization. Considering assessment methods, paper-based test method is the most commonly used in primary school science academic assessment, and is also considered to be the most effective method. The current academic assessment method is mainly based on teacher assessment and supplemented by student assessment. Assessment on science academic performance also faced several challenges, including undiversified assessment methods, a heavy workload for teachers and students, a lack of financial support and a lack of assessment instruments.
... Students' reflection on the purpose and likely outcomes of peer assessment may influence the way in which they make their judgements. They will need to understand how reflection and goal setting can influence their own professional behaviours [77][78][79] in IPL, as well as their peer rating behaviour of interprofessional collaboration in others. ...
Background
The assessment of team performance within large-scale Interprofessional Learning (IPL) initiatives is an important but underexplored area. It is essential for demonstrating the effectiveness of collaborative learning outcomes in preparing students for professional practice. Using Kane’s validity framework, we investigated whether peer assessment of student-produced videos depicting collaborative teamwork in an IPL activity was sufficiently valid for decision-making about team performance, and where the sources of error might lie to optimise future iterations of the assessment.
Methods
A large cohort of health professional students (n = 1218) of 8 differing professions was divided into teams containing 5–6 students. Each team collaborated on producing a short video to evidence their management of one of 12 complex patient cases. Students from two other teams, who had worked on the same case, individually rated each video using a previously developed assessment scale. A generalisability study quantified sources of error that impacted the reliability of peer assessment of collaborative teamwork. A decision study modeled the impact of differing numbers of raters. A modified Angoff determined the pass/fail mark.
Results
Within a large-scale learning activity, peer assessment of collaborative teamwork was reliable (G = 0.71) based on scoring by students from two teams (n = 10–12) for each video. The main sources of variation were the stringency and subjectivity of fellow student assessors. Whilst professions marked with differing stringency, and individual student assessors had different views of the quality of a particular video, none of that individual assessor variance was attributable to the assessors’ profession. Teams performed similarly across the 12 cases overall, and no particular professions marked differently on any particular case.
Conclusion
A peer assessment of a student-produced video depicting interprofessional collaborative teamwork around the management of complex patient cases can be valid for decision-making about student team performance. Further refining marking rubrics and student assessor training could potentially modify assessor subjectivity. The impact of professions on assessing individual peers and the case-specificity of team performances in IPL settings need further exploration. This innovative approach to assessment offers a promising avenue for enhancing the measurement of collaborative learning outcomes in large-scale Interprofessional learning initiatives.
... Moreover, the significance of peer feedback has been heavily emphasized in second language (L2) learning theories, aligning with shifts towards communicative language teaching and the process approach to writing, which transition classrooms from teacher-centered to studentcentered environments. However, despite some drawbacks, numerous studies have shown that the benefits of peer feedback outweigh its limitations (Lam, 2010;Van Zundert et al., 2010). In summary, while peer feedback holds significant potential for enhancing the writing abilities of ESL/EFL students, it is crucial to highlight its advantages. ...
Peer feedback of writing involves writers receiving constructive criticism and suggestions on their work from peers, typically from classmates to improve the quality of their writing. It is widely used as a collaborative learning strategy for developing writing skills. The purpose of this study is to explore the perceptions of first-year students regarding peer feedback. The researcher used a volunteer sampling technique; the participants were from two universities, one located in Dhaka, the capital city, and another in Chittagong, a large city in Bangladesh. The interview data revealed that participants have positive perceptions toward peer feedback. Although there are some challenges with peer feedback, the study found that to gain the highest benefits, students need to be educated regarding its benefits and develop a multicultural setting in the class where everyone’s voice will be respected.
... It would also be interesting to conduct a longitudinal study to measure whether teamwork competence improves over the course of higher education and thus confirm that this competence indeed develops during this academic period. To conclude the discussion of future lines of research, it is suggested to find the relationship of the development of teamwork competence to academic performance as well as to the use of peer assessment to measure it; authors such as Van Zundert et al. (2010) relate improvement in students' academic performance to this type of well-designed assessment. As another future line of research, it is necessary to investigate the possible roles that team members may have played, such as leadership. ...
Introduction
The Bologna Plan has promoted competency-based training in European higher education, which requires developing accurate, appropriate assessment tools for its measurement and evaluation.
Method
This study adapted and validated the Comprehensive Assessment of Team Member Effectiveness questionnaire on teamwork competence in a university population in the Basque Country, Spain. The questionnaire was first back-translated and adapted by two experts in educational research and then completed by 642 students pursuing baccalaureate degrees in primary education and physical activity and sport sciences at the University of Deusto [215 women, 426 men; ages: 17–25 years (M = 21.5; SD = 1.3)].
Results and discussion
A confirmatory factor analysis yielded adequate goodness-of-fit indices, confirming the validity of the instrument’s measurement model and indicating that it may be an appropriate tool for assessing teamwork competence among peers for university students in the Basque Country.
... This process not only enhances student engagement but also promotes the development of higher-order thinking skills. In the context of e-learning, peer assessment can address some of the challenges associated with group-based assessments by providing a mechanism for monitoring and evaluating individual contributions (Yin, 2022;Double et al, 2020;Marjo, 2009). ...
... There are two parallels in educational practice: peer assessment, in which students assess each other van Zundert et al., 2010), and strategies like rubric coconstruction (Inoue, 2004;Quesada et al., 2019) in which students and instructors work together in determining and implementing assessment standards. While these approaches can face some challenges because of the need to integrate different perspectives (Bacchus et al., 2020), they can also offer strategies to support multidimensional perspectives on the quality of inputs, processes, and outputs while contributing to learning (Zhao et al., 2021). ...
The learning journey toward sustainability requires the generation of action-oriented knowledge to understand the progress and potential adaptation of strategies to facilitate collective transformation. One integral area where advancing these strategies is essential is higher education. While efforts in the field have identified relevant learning objectives, pedagogies, and broader contributions for sustainability education to make, the sophistication of approaches to evaluating and enhancing collective learning has remained underdeveloped. This dissertation aimed to address this gap by exploring assessment in sustainability education, with the goal of supporting innovations in transdisciplinary practice by developing distinctive approaches for the field through deliberative processes that articulate design frameworks. The first study, Sustainability-Oriented Assessment, applied a formative intervention within an undergraduate course focused on professional skill development to demonstrate how a student-led rubric co-design process that drew from participative, normative, and integrative approaches contributed to student agency, expansive learning, and self-formation. The study demonstrated how students leveraged challenges and changing perspectives towards development as students and sustainability professionals. The second study, Boundary Crossings and Innovations, applied an exploratory action research approach within a community of practice of program leaders and instructors to identify barriers and possibilities for assessment practices, suggesting conceptual, practical, and logistical innovations. The strategies to enable these innovations focused on defining the field and articulating practice characteristics related to interdisciplinary approaches and transdisciplinary strategies, while meeting demands and facilitating ii innovations across course, program, and institutional levels. The third study, Assessment-Oriented Sustainability, applied a scoping literature review to develop a framework that integrates problem, solution, and learning orientations to sustainability by infusing educational purposes, processes, and principles to strengthen the efficacy of assessment approaches for transdisciplinary strategies. Insights from the three studies suggest that the practice of assessment plays multifaceted roles as it facilitates the design, implementation, and evaluation of sustainability endeavors. These roles include evaluative and formative functions as it appraises and advances learning, normative and deliberative functions in encouraging discussion and critical reflection, and adaptive and generative functions by indicating, motivating, and enabling dynamic learning and action for sustainability. iii ACKNOWLEDGMENTS
... For some students it is a positive experience whereas others are not enthusiastic about it. These diverging reactions were investigated as for the impact of gender [13], culture [14] and nationality [15] among others. The evidence has been also found of an impact of self-assessed knowledge and trust on receiving peer assessment, with individuals low on self-assessed knowledge and high on trust having more negative experience [16]. ...
This paper presents work related to the realization of the project Staying Connected Through Connecting: Peer Learning and Peer Assessment in Pharmacy Education. The project is supported by The Norwegian Directorate for Higher Education and Skills and aims at strengthening students' learning outcomes through active and collaborative methods of learning and parallelly, at advancing pedagogical competence of the teachers. Learning activities developed during project work are being implemented in the study program Bachelor of Pharmacy, Nord University, Norway. The objective of the paper is to document students' perceptions of peer assessment provided through feedback technique "Two Stars and a Wish". The activity was conducted with the first-year students as an introduction to student feedback strategies. Numerous studies conducted over the last three decades evidenced positive impact of peer assessment on learners' performance [1]. The goal of the presented enquiry was to find out how students respond to learning activity involving assessment of their co-students' work. Perceptual data collected through questionnaire indicate positive evaluation of peer assessment as a learning experience. The answers to both: close-ended questions (quantitative data), and open-ended questions (qualitative data) were prevailingly favorable and affirmative. These results encourage further work with peer feedback as a practice that can benefit not only students' engagement in learning but also teachers' professional development.
... All mean values for the sets are between 60 and 70. This suggests that there is a distribution shifted towards the positive judgment in all sets; which is one of the many possible risks in the so-called peer evaluation [34,35]. A final look at the N of the respective sets clearly shows that they are relatively small and that the application of supervised learning methods is very risky. ...
Artificial intelligence has the potential to change not only technology related jobs but also administrative jobs. While work on artificial intelligence has a relatively long tradition in research areas such as computer science or statistics, human resource management is an area in which the topic has only a short history. There are many proposals for the use of artificial intelligence in human resource management, but there is a lack of empirical examples. This paper attempts to exemplify a concrete use case through a pilot study with three small datasets. Using simple cluster analysis from unsupervised learning and a neural network from the supervised learning methods, application letters are analyzed. Depending on the quality and size of the dataset, it can be shown that cluster analysis can significantly replicate human judgment in terms of application quality groups via document-word matrices and furthermore determine the optimal number of groups for judgment. Thus, recruiters would only need to look at a few applications for each determined group in order to determine the quality of the specific group. With the use of the neural network, an increase in performance could be achieved both in the replication of human judgments and in the case of the optimal number groups for judgment depending on the number of hidden neurons used. However, this is limited to the training data set. In this respect, it can be concluded that the use of both methods represents a promising approach for the introduction of artificial intelligence in recruiting.
... consistent with the findings of previous studies (Kao, 2013;Liu et al., 2023;Van Zundert et al., 2010). In this study, epistemic network analysis technique was used to present the changes in children's critical thinking at each stage, through a network model, and this visual presentation made the results more intuitive and visually appealing. ...
Critical thinking, as one of the core literacies in the twenty-first century, is essentially the thinking process of making reasonable inferences, questioning and analyzing based on factual evidence. In this paper, we first coded the kindergarten manual class group peer evaluation text through the critical thinking framework proposed by Facione, then processed the text using epistemic network analysis techniques to obtain a network model of critical thinking skills, and finally analyzed the effects of peer evaluation on children's critical thinking skills. The results of the study show that (1) there are differences in the effects of peer evaluation on children's critical thinking skills at different stages. The difference was significant in the early and middle stages, and non-significant in the middle to late stages. This change is a non-linear change, but in general, children's critical thinking is progressing, and this progress is slower in the later stages. (2) There are differences in the structural characteristics of children's critical thinking skills by gender, but this difference is not significant.
... Nevertheless, the reliability of unserious peer raters can be improved by proper interventions (Van Zundert et al., 2010). Current studies have made attempts to calibrate scores based on student engagement and previous performance (Piech et al., 2013), afford group awareness information (Strauß & Rummel, 2021), or train evaluation skills during the peer evaluation process (Gorham et al., 2023). ...
Peer evaluation is a common practice in team-based learning (TBL) designs, which can cover the assessment of individual or group work. However, the integrity of peer evaluation can be compromised by unserious raters—individuals who do not earnestly engage in the evaluation process. These raters may exhibit behaviors like consistently assigning the same score, rushing through evaluations, or evaluating before or long after the target presentations. This study delves into the issue of unserious peer evaluation in group presentations, with a specific focus on understanding the behavior patterns in the digital system. Utilizing evaluation behavior analysis (EBA) indicators, we identify patterns linked to unserious raters during the peer evaluation process. Meanwhile, we also connect these patterns to rating consistency and actual course performance, underscoring the significance of behavior patterns. Further, we conduct a preliminary analysis to explore the application of learner model data available before the peer evaluation starts for the early detection of unserious raters. This finding can assist teachers in providing personalized prompts and interventions before the peer evaluation stage, hence enhancing the evaluation quality through targeted interventions in a timely manner.
... Yet, engagement with feedback can also impact general beliefs and feedback message perceptions [11,22]. In their review on peerfeedback in higher and primary education, van Zundert et al. showed that student general beliefs regarding formative and summative peer assessment were positively influenced by training and experience [33]. With regard to feedback message perceptions, Bogetz et al. showed that discussing patient feedback with a faculty member in a facilitated reflection session, facilitated recall of patient encounters, which helped residents to understand their feedback and develop specific learning goals [22]. ...
Introduction:
Despite its high potential, patient feedback does not always result in learning. For feedback to be effective students must engage with it, which partly depends on their perceptions of feedback. To better understand student engagement with patient feedback in a clinical context, this study explored the following research questions: 1) What are medical students' general beliefs about patient feedback and what are their specific perceptions of feedback messages? 2) What is the difference between these general beliefs and feedback message perceptions before and after patient feedback training?
Methods:
The study context was a 12-week clerkship combining Pediatrics and Gynecology, which included feedback training for students and asking for patient feedback. Ninety 4th-year medical students completed pre- and post-clerkship questionnaires. The questionnaires (Beliefs about Patient Feedback Questionnaire, Feedback Perception Questionnaire) were adapted from validated peer-feedback questionnaires. Questionnaires were quantitatively analyzed.
Results:
Both pre- and post-clerkship, students had positive general beliefs about patient feedback and positive perceptions of the feedback messages they received. However, paired t-tests showed that students' general beliefs and feedback message perceptions became less positive after feedback training and experience.
Discussion:
Patient feedback is not an easy means to learn and students do not become feedback literate in terms of patient feedback overnight. We suggest that future researchers further explore reasons for the decline in positive perceptions of patient feedback. We suggest implementing longitudinal feedback training in medical curricula, where students are guided and supported in the complex task of learning from patients through feedback.
... When peer assessment is implemented as a tool to support learning, it is an integrated part of a collaborative learning process (Van den Bossche, Gijselaers, Segers, & Kirschner, 2006) and can function as a formative pedagogical tool (Topping, 2009). Formative peer assessment stimulates the learning of higher-order skills such as sharing responsibility, reflection, discussion, and collaboration (Heitink, Van der Kleij, Veldkamp, Schildkamp, & Kippers, 2016;Strijbos & Sluijsmans, 2010;Van Zundert, Sluijsmans, & Van Merriënboer, 2010). According to Strijbos and Wichmann (2018), formative peer assessment has become a popular instructional approach during the past two decades. ...
... Among the various cognitive assessment methods, peer assessment has been identified as one of the most efficient and practical approaches for providing feedback to learners (Van Zundert et al., 2010). Essentially, students experience a more profound impact on their learning when they engage in self-assessment and assume the role of an assessor compared to being solely evaluated by others. ...
Assessment plays a crucial role in the learning process and significantly impacts students’ understanding of tasks and their engagement. With the increasing popularity of e-learning, cognitive assessment methods are becoming more prevalent, and they can help develop students’ high-order thinking skills (HOTS). Thinking-Aloud Peer Assessment (TAPA) is one such method that enables students to provide feedback on their peers’ assignments while articulating their thinking processes. This study aims to investigate the impact of TAPA on HOTS in elementary school students. The four-week TAPA method was used to assess the students’ math lessons in e-learning. Pre- and post-tests using the Ricketts Critical Thinking Questionnaire and Cassidy and Long Problem-Solving Questionnaire were conducted to measure the method’s effect on the student’s HOTS. The questionnaires’ reliability was calculated using Cronbach’s alpha coefficient, resulting in scores of 0.84 and 0.81, respectively. Data analysis involved an analysis of variance test, revealing a significant difference between the experimental and control groups in all questionnaire components. The results suggest that the TAPA method can positively impact the development of students’ HOTS. Overall, the study highlights the potential of TAPA as a valuable tool for fostering HOTS. By addressing its limitations and building upon its strengths, educators can leverage this method to better equip students for their cognitive development in eLearning environments.
... Training has been used in an attempt to equip students with the competence and expertise to offer good quality feedback and to build trust in both their own abilities and those of their peers (Allen & Mills, 2016;Chang, 2016;Liou & Peng, 2009;Min, 2005Min, , 2006Nicol et al., 2014;Topping, 2009;Van Zundert, et al., 2010;Winstone & Carless, 2019;Xiao & Lucking, 2008). Common training strategies are the use of tailored examples, rubrics, checklists, guides, simple grading sheets, instructional videos, teacher modelling, in-class demonstrations and staff-student conferences outside class (Allen & Mills, 2016;Hsu & Wang, 2022;Rahimi, 2013;Wang, 2014;Zhu & Mitchell, 2012). ...
While the provision of peer feedback has been widely recommended to enhance learning, many students are inexperienced in this area and would benefit from guidance. This study therefore examines the impact of instructions and examples on the quality of feedback provided by students on peer-developed learning resources produced via an online system, RiPPLE. A randomised controlled experiment with 195 students was conducted to investigate the efficacy of the approach. While the treatment group had access to instructions and examples to support their provision of feedback, the control group had no such assistance. Students’ feedback comments were coded using an adaptation of the S.P.A.R.K. (Specific, Prescriptive, Actionable, Referenced, Kind) model. The results indicate that the instructional guide and examples led to students writing more comprehensive comments. The intervention notably enhanced the presence of feedback traits matching the S.P.A.R.K. model and increased instances where multiple traits of quality were observed in a single comment. However, despite the guide’s impact, the students’ ability to provide actionable feedback was limited. These findings demonstrate the potential of developing and integrating structured guidance and examples into online peer feedback platforms.
Peer assessment has been described as a collaborative method of assessment which promotes active and reflective learning. It is particularly useful in higher educational context, since university students are required to involve in more autonomous and student-centered activities. Therefore, university instructors should consider alternative forms of assessment. However, peer assessment is often neglected by instructors and students are not prepared to employ peer practices. The aim of the current literature review is to analyze the previous studies on peer assessment in higher education. Particularly, it will describe the reasons for using peer assessment, its forms, as well as benefits and challenges of employing peer assessment in higher education. Therefore, the findings will raise the awareness of teachers and students regarding advantages and limitations of peer assessment technique. To achieve this goal, the review of 30 articles is presented from the various databases, namely: Google Scholar, Eric, and JSTOR between the 2015-2024 years.
Self-and-peer assessments have been shown to be effective in improving the writing skills of ESL learners. In this study, 87 pre-diploma students at Universiti Teknologi MARA Cawangan Pulau Pinang completed a self-and peer-assessment checklist for an essay writing assignment. A survey and a focused group discussion of 5 students found that they felt the checklist helped them to be critical, independent, confident, and better organized when writing essays. Although some students found the checklist challenging and time-consuming, most of them felt that the checklist is beneficial and enjoyable to use.
While peer-editing is considered an important part of developing students’ academic writing, questions remain about how different types of peer-editing affect subsequent student performance. The present study looked at a group of university students (N = 149) engaged in peer editing of one another’s essays in an online security studies course. The analysis was conducted from two perspectives: feedback givers and feedback receivers. More specifically, the relationships between the giving of comments and tracking changes in peer’s work and writing score on essays were explored. The results showed that there was a positive correlation between the total number of received comments and the student's writing score, whereas there was no correlation for the number of tracked changes (neither words deleted, nor words added). Surprisingly, students who assume that peers provide high quality tracked changes demonstrate worse writing performance. This research shows the importance of nuance in understanding peer editing types and their influence on students’ performance, as well as highlighting potential complexities of the interplay between students’ collaborative activities, their performance, and their attitudes.
Introduction:
Peer assessment in dental and medical education is a key tool for evaluating attitudes and communication skills, serving as an effective formative learning method. It not only boosts academic performance and encourages lifelong learning and reflective practice but also fosters collaboration, effective communication, and constructive feedback among peers.
Objective:
This study aimed to assess dental students' satisfaction and perceptions regarding implementing peer assessment in case presentations, including contribution to their learning.
Methods:
This cross-sectional study involved third (n = 26), fourth (n = 54), and sixth (n = 71) dental students divided into five groups. Each student received peer assessments (n = 8) from the students of the other groups regarding their clinical presentation. At the end of the process, students were invited to complete an anonymous 9-item questionnaire to assess student perceptions of the peer-assessment process. Data were analyzed to evaluate students' perception and satisfaction with the peer assessment task. The bivariate analysis explored associations among questionnaire items.
Results:
A total of 151 students participated in the current study. Results showed a high level of agreement for most of the students regarding their preparedness for peer and self-assessment. More than 75% of the students at all academic levels found it challenging to evaluate their peers. Student satisfaction scores increased with the level of education, (4.076, 4.214, and 4.246 out of five, respectively) with moderate correlations between peer evaluation characteristics.
Conclusion:
Peer assessment appears to enhance learning and professional development in dental students. Students' satisfaction with peer assessment grows with education level, reflecting its role in fostering critical evaluation skills and feedback.
Feedback and peer assessment are some of the most powerful educational tools for improving learning and increasing student performance. However, their impact can be positive or negative depending on their quality and the opportunity provided. This study seeks to analyse the perception of peer assessment among university healthcare students in relation to their learning experience. A cross-sectional design was used with students from physiotherapy, nursing, human nutrition and dietetics and occupational therapy. 630 students answered the questionnaire used. A total of 85% of respondents reported having participated in peer assessment activities and usually their first experience happens at the university level. Students generally hold positive views on peer assessment, agreeing that is useful for improving their learning and that promotes student engagement. They expressed a moderate confidence in their ability to provide high-quality feedback and less confident in its effectiveness for improving their peers’ work. Finally, they exhibited positive views on the importance of providing constructive feedback and effectively handling critical peer feedback and utilizing peer feedback for self-improvement. In conclusion, it is important to understand students' prior experiences with different teaching methodologies. Educators need to acknowledge the diverse learning backgrounds, practices, and values that students bring from previous educational experiences. Recognizing these values and practices is essential for effectively tailoring teaching methods. Additionally, these findings highlight the unique impact of teaching methods in certain disciplines, such as healthcare. Methods like peer assessment can significantly influence students' professional development and future practice within these specialized fields. Keywords: peer assessment, health studies, higher education, professional development
Self-and-peer assessments have been shown to be effective in improving the writing skills of ESL learners. In this study, 87 pre-diploma students at Universiti Teknologi MARA Cawangan Pulau Pinang completed a self-and peer-assessment checklist for an essay writing assignment. A survey and a focused group discussion of 5 students found that they felt the checklist helped them to be critical, independent, confident, and better organized when writing essays. Although some students found the checklist challenging and time-consuming, most of them felt that the checklist is beneficial and enjoyable to use.
I describe and evaluate an exercise in which graduate students provide blind reviews of each other's term papers. Besides helping students with their own papers, the exercise seems to help them learn to give constructive, substantive feedback to colleagues. Student ratings of the educational value of peer review are high, but a hoped-for effect of increasing interest in publishing papers has not emerged. A study of reviews from three courses suggested that students' reviews show higher interrater reliability than do professional peer reviews of journal manuscripts. Implications of this finding are discussed in relation to some of the explanations offered in the literature for the low reliability of professional peer reviews.
This paper reports an action research project to evaluate an intervention designed to increase students' confidence in an undergraduate peer assessment of posters in Psychology. The intervention set out to maximize the benefits of peer assessment to student learning by explicitly developing and working with marking criteria, and improving the fairness and consistency of students' marking through a trial marking exercise. Evidence from qualitative evaluation questionnaires suggested that students' initial resistance to the peer assessment was transformed by their participation in these processes. After the intervention the range of marks used by students increased at the same time as variability significantly decreased. Quantitative and qualitative data from module appraisal forms completed by students also demonstrated increased transparency and greater confidence in the peer marking process compared with the year before. The study raises issues for student support and staff development in using peer assessment.
Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However, many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in connection with peer learning and suggests ways in which the benefits of this approach can be maintained while still meeting the formal assessment requirements of the course. It discusses the use of group assessment, peer feedback and self‐assessment, assessment of participation and negotiated assessment and concludes with the identification of a number of issues which remain to be addressed.
This paper describes part of a research project conducted in the English Department of the Hong Kong Polytechnic University. Within the project an attempt was made to gauge the students' attitudes towards peer assessment. This was a twofold process: the students' attitudes were canvassed both prior to the peer assessment exercise and at the end of it. This paper focuses on those students who had second thoughts about peer assessment and the reasons given for these shifts in attitude. The implications of the findings for implementing peer assessment on undergraduate courses are then discussed.
The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly
being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument
was developed to investigate university students’ attitudes toward and perceptions of PA and online PA. Four subscales, Positive
Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated.
Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online
PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive
attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority
of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an
effect of the perceived importance of PA score on students’ attitudes toward these four subscales.
The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43 students of Grade 7 in secondary education showed that receiving ‘justified’ comments in feedback improves performance, but this effect diminishes for students with better pretest performance. Justification was superior to the accuracy of comments. The instructional intervention of asking assessees to reflect upon feedback after peer assessment did not increase learning gains significantly.
To report and document well, scientific and engineering professionals systematically collect, evaluate and synthesize the work of their peers with their own. The product of such effort is a technical report or scientific paper that reviews the existing body of knowledge, presenting it in a logical and ordered manner where claims are supported by evidence and referenced by citation. It is also usual in the scientific community that peer review then precedes the publication of such papers. This paper reports on a trial of introducing Computer Science students to the task of technical and scientific writing including the process of peer review. Upon completion of the trial, the students were surveyed anonymously. An overwhelming majority of respondents claimed to have initial reservations about participating. However, upon completion of the exercise, the majority reported that the entire process was intellectually simulating to complete and that it had enhanced their knowledge of subject matter.
This study was aimed at finding effective ways of organising peer assessment of written assignments in the context of teaching history at university level. To discover features yielding optimal results, several peer assessment designs were developed, implemented in courses and their learning outcomes evaluated. Outcomes were defined in terms of the revisions students made, the grades of the written products, and the perceived progress of products and writing skills. Most students processed peer feedback and perceived improvement in their writing as a result of peer assessment. Significant differences between grades of groups using or not using peer assessment were not found. Most teachers saw better-structured interaction on the subject of writing problems in their classes. Important design features seemed to be the timing of peer assessment, so that it will not coincide with staff assessment, the assessment being reciprocal, and the assessment being performed in feedback groups of three or four students.
DOI: 10.1080/135625100114885 Overcoming the potential dilemma of awarding the same grade to a group of students for group work assignments, regardless of the contribution made by each group member, is a problem facing teachers who ask their students to work collaboratively together on assessed group tasks. In this paper, we report on the procedures to factor in the contributions of individual group members engaged in an integrated group project using peer assessment procedures. Our findings demonstrate that the method we used resulted in a substantially wider spread of marks being given to individual students. Almost every student was awarded a numerical score which was higher or lower than a simple group project mark would have been. When these numerical scores were converted into the final letter grades, approximately one third of the students received a grade for the group project that was different from the grade that they would have received if the same grade had been awarded to all group members. Based on these preliminary findings we conclude that peer assessment can be usefully and meaningfully employed to factor individual contributions into the grades awarded to students engaged in collaborative group work. Author name used in this publication: Winnie Cheng
The primary purpose of this study was to examine the effect of peer feedback on the quality of student writing and the amount and kind of revision behavior. Ninety-three sixth graders in six intact classrooms wrote and revised six stories, the last one being used as data for this study. Instruction varied across groups in the following manner: RI/PP students received revision instruction and revised stories with a peer; PP students revised stories with a peer but did not receive revision instruction; RI students received revision instruction but revised stories alone; C students had neither revision instruction nor help from peers. Chi-square analysis indicated that revision behavior was influenced by instruction. Quality of writing analysis revealed significant differences across groups on both rough and final drafts. Peer feedback seemed to help students write initially superior rough drafts but was not consistently linked to improvement of content between rough and final drafts. Successful surface structure editing occurred with or without peer feedback.
This paper describes part of a research project conducted in the English Department of the Hong Kong Polytechnic University. Within the project an attempt was made to gauge the students ' altitudes towards peer assessment. This was a twofold process: the students' attitudes were canvassed both prior to the peer assessment exercise and at the end of it. This paper focuses on those students who had second thoughts about peer assessment and the reasons given for these shifts in attitude. The implications of the findings for implementing peer assessment on undergraduate courses are then discussed.
Web-based peer assessment is an innovative method that can be used to assess students' learning portfolios in order to improve their learning. However, students cannot easily compare their own evaluation schemes or think reflectively to improve their learning through web-based peer assessment if they do not understand how others perceive the assessment criteria. This study attempts to utilize knowledge acquisition techniques in order to elicit personal understanding of assessment criteria. Using repertory grid analysis, web-based peer assessment systems can elucidate personal conceptual frameworks and evaluation schemes when students use their own criteria to assess learning portfolios. The analysis provides an instrument for monitoring the students' conceptual frame-works—which may lead to different peer–teacher correlations regarding assessment. This instrument allows teachers and students to understand fully each other's conceptual frameworks and evaluation schemes—thereby allowing them to think reflectively and improve their learning.
A web‐based learning system has been developed to facilitate question‐posing, peer‐assessing, item‐viewing and drill‐and‐practice learning activities. In this paper, the pedagogical basis underlying the design and development of the system is explained in the light of information‐processing theory, social construction of knowledge theory and social modelling theory. A preliminary study to evaluate the instructional potential of the system has been conducted; this has also identified the factors that influence students' use of the system. Results taken from questionnaires and open‐ended questions revealed that by enabling students to play various roles such as composers, critics and adapters, the system was perceived as a cognition‐enhancing and motivational learning tool by the participants. Data analysis further indicated that various factors worked together to influence the performance of question‐posing.
This article reflects upon the introduction of two empowering styles of teaching in a newly developed interdisciplinary module for students of geography and environmental sciences. Student reactions and evaluations are presented and contextualised. Attitudes to group work changed over the period of the module indicating some resolution of initial concerns and problems within the group; however, resistances were in part retained. Peer assessment, on the other hand, after detailed discussion of criteria and a justification for the method, was embraced more readily by students. The nature of student empowerment associated with the use of these methods is difficult to monitor and, indeed, the benefits may be delayed.
This article reports a project which aims to improve the essay writing of undergraduates on a first‐year geography course. The intention was that through self‐and peer assessment as well as tutor assessment of essays, students would learn about assessment criteria and ways of meeting these. As these techniques are unfamiliar to most students, and past experience shows that they sometimes view them negatively, it was important to stress the value of the project to their learning, to prepare them in a workshop, and to supervise and regulate the assessment process carefully. The project is evaluated from student feedback and suggestions are made for implementation of similar projects in the future.
A collaborative peer, self and tutor assessment scheme in which the students themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evaluated in terms of correlations between sets of marks. The issues addressed in this report include: (1) the reliability of student-derived marks, with particular emphasis on perceived tendencies of high achieving students to underestimate their performance and low achieving students to overestimate their performance; (2) the use of student-derived marks in formal grading procedures; and (3) the learning benefits which accrue for students participating in peer and self-assessment procedures. The results of this study undertaken within the context of a clearly defined, carefully monitored assignment indicate that students have a realistic perception of their own abilities and can make rational judgements on the achievements of their peers. The positive implications of introducing peer and self-assessment schemes into undergraduate courses are discussed.
During student presentations the oral communication skills of final year BSc pharmacology students were assessed by their peer group and by a group of academic staff. That there was agreement between staff and peers about the absolute and relative quality achieved in the presentations is indicated by the significant positive correlation between the two sets of marks awarded to individuals and the agreement about which presenters constituted the top and bottom quartiles of the mark list. The standard of presentation achieved by a student was not related to the marks given by that student (i.e. assessment was independent of a student's own communication skills). There was a significant correlation between students' communication skills and their performance in written tests but a number of individuals exhibited marked differences in these two abilities.
This paper focuses on two increasingly important issues in teacher education: the design of more skill-based education and the involvement of students by means of peer assessment. Ninety-three student teachers were trained in one important peer-assessment skill, namely ‘defining performance criteria’. This training, which consisted of four peer-assessment tasks, was integrated in an existing course. Half of the group was trained in the skill of ‘defining criteria’ (experimental groups) and the other half was not (control group). By working on the peer-assessment tasks, student teachers in the experimental group learned to define performance criteria for a course content-related product. The effects of the training on students' ability to define criteria and the effects on the content-related skill were examined. Findings show that the student teachers from the experimental group scored significantly higher on the use of criteria, but did not surpass the control group on the content-related task performance.
The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N=45) with a control group (N=17), which indicated change in psychological safety, value diversity, and trust in the peer as an assessor. Furthermore, when comparing the intervention and control group, peer assessment contributed to psychological safety and lower value diversity. Perceived learning was predicted by value diversity and conceptions. Conceptions were predicted by psychological safety, value diversity, and trust in the self and in the peer as an assessor.
Concerns about the use of peer ratings for assessment purposes are manifold. The issues which are raised by practitioners and researchers, and findings based on recent studies addressing these issues, are outlined. One of the most persistent criticisms is that peer ratings in group settings are prone to bias, resulting in unfairness of mark outcomes. The bias is seen to arise as a result of friendships and social interactions accompanying group task activities. Support for the belief that the validity and fairness of peer ratings are vitiated by 'relational effects' is found in the literature on small group behaviour and interactionist theory. Empirical studies in these two areas operationalise relational effects in what is termed 'reciprocation' - the tendency for two people who are involved in rating each other to be influenced in their rating behaviour by social interactions between the two. The effect of this on rating outcomes, referred to as 'reciprocity effects', is seen to be a major source of bias. The study reported here analyses a data set of multiple peer ratings which had been used as part of the assessment for a subject in community medicine. The analysis is based on cell-by-cell correlation analysis of reciprocal (rater/ratee) pairs, enabling an estimate of the proportion of the variance in scores accounted for by 'reciprocity effects'. The effect was found to be negligible, accounting for only 1% of the variance. Implications for practitioners and for small group behaviour research are discussed.
A definition and typology of peer assessment between students in higher education is proposed, and the theoretical underpinnings of the method are discussed. A review of the developing literature follows, including both process and outcome studies. This indicates that peer assessment is of adequate reliability and validity in a wide variety of applications. Peer assessment of writing and peer assessment using marks, grades, and tests have shown positive formative effects on student achievement and attitudes. These effects are as good as or better than the effects of teacher assessment. Evidence for such effects from other types of peer assessment (of presentation skills, group work or projects, and professional skills) is, as yet, more limited. Computer-assisted peer assessment is an emerging growth area. Important factors in successful implementation are summarized, and recommendations for future research and practice are made.
This study implements a networked peer assessment system based on the use of a Vee heuristic. Using this system, students submit their homework (relating to designing science activities)via the underlying network facility. They then assess each other's homework by offering suggestions – again, through the network. Students then modify their original designs based on the suggestions that they receive. This procedure is repeated for two or three consecutive rounds. In this process, each student functions as an author, a reviewer, and an adapter. This learning model allows students to further develop their critical thinking skills. Preliminary peer assessment results revealed that the networked peer-assessment model and Vee heuristic facilitated pre-service science teachers to continuously progress when designing science activities.
In order to manage increased enrolment in a third‐year course in microclimatology, group work was introduced with seminar presentations and term papers. A peer‐ and self‐assessment strategy was developed that provided individual group members the opportunity to appraise their own and partners’ performance. The course instructor worked with an adviser from the university's educational development unit throughout the term to develop and critique the technique for this class. The techniques used, collaboration with the educational development unit, and student responses are described and explored within the context of an action‐based research project. Students indicated that the group work was a valuable and enjoyable learning experience which helped them to develop skills in independent research, collaboration and communication. The ‘zero‐sum’ assessment technique used in the course did help the instructor make a more accurate assessment of student performance in groups. Most students appreciated the use of self and peer assessment and believed it was used appropriately. The primary recommendation is to make the process as inclusive and participatory as possible. It is concluded that a ‘zero‐sum’ approach to self and peer assessment of group work is effective, and that a collaborative approach to educational development can be a positive experience that ultimately benefits students.
In recent years, peer assessment has been increasingly used as an alternative method of assessment in classrooms. The study described in this paper employed a 13-item Likert-scale instrument to evaluate participants' attitudes towards both general (seven items) and online peer assessment (six items). A sample of 280 pre-service teachers and 108 in-service teachers from northern Taiwan participated in the study. A difference in attitude was found between pre-service and in-service teachers, because the latter viewed peer assessment as a learning aid. Our results also showed that male pre-service teachers had more positive attitudes towards peer assessment in general; male in-service teachers also liked the online approach more than did their female counterparts. Item-by-item analyses have been conducted in order to explore both the differences in attitude between pre-service and in-service teachers and to identify any gender effects.
Thirty-four undergraduates used Web-based self- and peer-assessment procedures for evaluating proposals in experimental psychology courses. Students presented their proposals and commented on the proposals of others on the Web. Results indicated that proposal observation and peer interaction enhanced the quality of students' proposals. These procedures also enhanced the interrater reliability of within-group members' proposal ratings.
Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated.
This paper reports the results of a study into the quality of peer feedback provided by students within a computerised peer-assessment environment. The study looks at the creation of a `feedback index' that represents the quality of an essay based upon the feedback provided during a peer-marking process and identifies a significant positive correlation between this index and the average marks produced for an essay. The data produced are analysed in an attempt to ascertain whether specific groups of students, based upon their ability in developing an essay within this subject area, in general tend to mark and/or comment on their peers either too generously or too critically.
Peer assessment was introduced into the assessment strategy of two marketing modules on two undergraduate programmes at Manchester Metropolitan University. A questionnaire was used to elicit responses from a sample of 80 students concerning their attitudes to and experience of, the peer assessment exercise. Students felt that the benefits of peer assessment were: the increase in personal motivation as a result of their active involvement in the assessment process; the opportunity to compare and discuss the assignment, and the opportunity to gain knowledge and develop a greater understanding of the assignment content and assessment process. Criticisms included the effects of personal bias on the marks awarded, the interpretation of criteria and the ability of the students to assess. Some students regarded peer assessment as an incentive to perform, while others saw it as an unfair system that lacked objectivity. Over half the sample regarded assessment as solely a role for the tutor. The research found that peer assessment made a valuable contribution to the variety of assessment and it enabled students to better understand the assessment process, however, it was a time consuming process for tutors
Although many instructors use debates in various courses, little information is available regarding debate grading. This article reports an evaluation of student participation in grading debates. In most respects, student and instructor ratings correlated highly. In addition, students reported that they liked debates, that debates helped them to learn, and that evaluating other students was valuable experience. These data support the use of peer rating in grading classroom debates.
[consider] the concept of styles / [present] one theory of thinking styles–the theory of mental self-government / [discuss] the interface between thinking styles and assessment, including an analysis of the implications of thinking styles for conventional assessment and a description of some measures of styles, based on the theory of mental self-government / [describe] some measures of styles, based on the theory / [examine] the implications of this theory for testing of abilities and achievement (PsycINFO Database Record (c) 2012 APA, all rights reserved)
With an increasing use of group activities in higher education there are questions being asked about the extent to which the final grading properly reflects individual contribution (or lack of it). The paper describes the development and use of peer evaluation in a DMS group project. Experience of using this method of evaluation shows that groups must be prepared for, and committed to, the activity. Peer evaluation forms part of the assessment process but does not seem sufficiently robust to be the sole source of informational input—especially if substantial grade variations are called for.
Students often enjoy learning in teams and developing teamwork skills, but criticise team assessment as unfair if there is equal reward for unequal contributions. This paper describes the design, implementation and evaluation in four subjects of the Self and Peer Assessment Resource Kit (SPARK), a web–based template which aims to improve learning from team assessment tasks and make the assessment fairer for students. Students benefit because the web–based template improves confidentiality and the potential for accurate assessment of relative contributions. Academics benefit through the potential for improving student learning from teamwork tasks, and saving time by automating the process of calculating self and peer adjustments of assessment grades, especially attractive for large enrolments. Benefits accrue to the institution and wider academic community because the template suits a range of group assessment situations. Based on experiences gained over five years of developing, evaluating and implementing SPARK, this paper aims to illustrate the potential benefits of the template to potential users and more critically, to use what was learned from implementing the template across a range of subjects to alert others to key issues for evaluating and disseminating educational technology innovations.
Abstract This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web-based peer assessment. An Internet-based (anonymous) peer-assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web-based peer assessment adopts a specific feedback format for all students.
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.
Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation.
In a previous study we found that students receiving feedback from multiple peers improve their writing quality more than students receiving feedback from a single expert. The present study attempted to explain that finding by analyzing the feedback types provided by experts and peers, how that feedback was related to revisions, and how revisions affected quality. Participants were 28 undergraduates who received feedback from a single expert (SE), a single peer (SP), or multiple peers (MP), thus forming three groups, respectively. The MP group received more feedback of all types. Non-directive feedback predicted complex repairs that the MP group made more than both other groups. Complex repairs were associated with improved quality.
This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web-based peer assessment. An Internet-based (anonymous) peer-assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web-based peer assessment adopts a specific feedback format for all students.
Web-based peer assessment: feedback for students with various thinking-styles.. Available from: https://www.researchgate.net/publication/220663234_Web-based_peer_assessment_feedback_for_students_with_various_thinking-styles [accessed Mar 19 2018].
Kinetic resolution of racemic compounds by enzymatic hydrolysis with non-enantioselective separation of enantiomer products via a separator or ion-pair formation has been quantitatively analyzed. Theoretical results indicate that the removal of chiral products has profound effects on improving the conversion and enantiomeric excess for the desired chiral substrate or product. The analysis was confirmed from lipase-catalyzed hydrolysis of racemic methyl 2-chloropropionate in the presence of pyrrolidine in buffer saturated dichloromethane.
The authors performed this study to determine whether clerkship peer evaluations, initiated as part of our "team-based learning" curriculum in 2002, correlated with other student performance measures, and to determine what qualities students rate in their peer evaluations.
The authors correlated peer evaluation scores with other student performance measures and performed a qualitative examination of student comments to assess reasons students gave for giving high and low scores.
Peer evaluation scores correlated modestly with the National Board of Medical Examiners' (NBME) subject test, in-class quiz, and clinical scores. Qualitative comments demonstrated that students made assessments based on three thematic areas: personal attributes, team contributions, and cognitive abilities.
Peers' evaluation scores modestly predict which students will perform well on other measures. However, there may be other qualities that are also important factors in peer evaluation. For example, most students value qualities of preparation and participation. Though students sometimes dislike peer evaluations, their assessments may enhance traditional course assessments and complement a comprehensive evaluation strategy.
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