A systematic review of educational online peer-review and assessment systems
Charting the landscape
Bibliographic Data
| ID | 21618326 |
|---|---|
| Authors | Dmytro Babik (0000-0001-6464-6028), Edward Gehringer, Jennifer Kidd (0000-0001-9800-1690), Kristine Sunday, David Tinapple (0000-0002-8493-0023), Steven Gilbert |
| Year | 2024 |
| Volume | 72 |
| Issue | 3 |
| Pages | 1653-1689 |
| Publication date | 2024-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Technology Research and Development (JOURNAL) |
| Journal identifiers | ISSN: 1042-1629 • E-ISSN: 1556-6501 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11423-024-10349-x |
| Language | EN |
| Citations received | 1 |
| References cited | 54 |
Over the past two decades, there has been an explosion of innovation in software tools that encapsulate and expand the capabilities of the widely used student peer assessment. While the affordances and pedagogical impacts of traditional in-person, “paper-and-pencil” peer assessment have been studied extensively and are relatively well understood, computerized (online) peer assessment introduced not only shifts in scalability and efficiency, but also entirely new capabilities and forms of social learning interactions, instructor leverage, and distributed cognition, that still need to be researched and systematized. Despite the ample research on traditional peer assessment and evidence of its efficacy, common vocabulary and shared understanding of online peer-assessment system design, including the variety of methods, techniques, and implementations, is still missing. We present key findings of a comprehensive survey based on a systematic research framework for examining and generalizing affordances and constraints of online peer-assessment systems. This framework (a) provides a foundation of a design-science metatheory of online peer assessment, (b) helps structure the discussion of user needs and design options, and (c) informs educators and system design practitioners. We identified two major themes in existing and potential research—orientation towards scaffolded learning vs. exploratory learning and system maturity. We also outlined an agenda for future studies
Educational Design Research
Trends in Peer Learning
Quantitative studies of student self-assessment in higher education
Student Self-Assessment in Higher Education
The Impact of Peer Assessment on Academic Performance
The Impact of Self- and Peer-Grading on Student Learning
Grounded Theory and Organizational Research
Online formative assessment in higher education
Scaffolded writing and rewriting in the discipline
Backward evaluation in peer assessment
Effect sizes and research directions of peer assessments
An inventory of peer assessment diversity
Does peer assessment promote student learning? A meta-analysis
Peer assessment in university teaching
Many faces of the concept of culture (and education)
Intersubjectivity Without Agreement
Accountability in peer assessment
Digital peer assessment in school teacher education and development
Transcending conventional credentialing and assessment paradigms with information-rich digital badges
The Diffusion of an Innovation Among Physicians
Peer Assessment Between Students in Colleges and Universities
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |