Peer assessment to promote self-regulated learning with technology in higher education
Systematic review for improving course design
Bibliographic Data
| ID | 22166198 |
|---|---|
| Authors | Beatriz Ortega-Ruipérez (0000-0002-3822-5745, Universidad Rey Juan Carlos, corresponding author), José Miguel Correa Gorospe (0000-0002-6570-9905, University of the Basque Country) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-04-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1376505 |
| OpenAlex | W4394573589 |
| Language | EN |
| Citations received | 2 |
| References cited | 49 |
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
Engineering management · Higher education · Knowledge management · Mathematics education · Political science · Computer Science · Engineering · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Student Assessment and Feedback
A metacognitive view of individual differences in self-regulated learning
Peer feedback
Analyzing Multimodal Multichannel Data about Self-Regulated Learning with Advanced Learning Technologies
Metacognition and learning
Developing the theory of formative assessment
Effective peer assessment processes
Feedback and Self-Regulated Learning
Teacher feedback literacy and its interplay with student feedback literacy
Eliciting, processing and enacting feedback
Design-based research on integrating learning technology tools into higher education classes to achieve active learning
Backward evaluation in peer assessment
Open learner models in supporting self-regulated learning in higher education
Can students’ feedback literacy be improved? A scoping review of interventions
An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
From feedback-as-information to feedback-as-process
The assessment cycle
Facilitating Authentic Learning Experiences in Distance Education
Systematic review of mixed methods in the framework of educational innovation
The development of student feedback literacy
Peer Assessment
Becoming a Self-Regulated Learner
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |