The Impact of Peer Assessment on Academic Performance
A Meta-analysis of Control Group Studies
Datos Bibliográficos
| ID | 23350770 |
|---|---|
| Autores | Kit S Double (0000-0001-8120-1573), Joshua A McGrane, Therese N Hopfenbeck (0000-0002-1402-7031) |
| Año | 2020 |
| Volumen | 32 |
| Número | 2 |
| Páginas | 481-509 |
| Fecha de publicación | 2020-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Psychology Review (JOURNAL) |
| Identificadores de la revista | ISSN: 1040-726X • E-ISSN: 1573-336X |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10648-019-09510-3 |
| Idioma | EN |
| Citas recibidas | 94 |
| Referencias citadas | 89 |
Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found ( g = 0.31, p g = 0.31, p = .004) and teacher assessment ( g = 0.28, p = .007), but was not significantly different in its effect from self-assessment ( g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g., online vs offline, frequency, education level). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom.
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What predicts variation in reliability and validity of online peer assessment? A large‐scale cross‐context study
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The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy
The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency
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How to promote learners' knowledge contribution behaviours in peer assessment? The key mediating role of learning motivation
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The use of scoring rubrics for formative assessment purposes revisited
Learning by reviewing.
Student Peer Assessment in Higher Education
Effective peer assessment processes
Robust variance estimation in meta‐regression with dependent effect size estimates
Distribution Theory for Glass's Estimator of Effect size and Related Estimators
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The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance
The effect of peer assessment on project performance of students at different learning levels
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An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading
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The assessment cycle
The effects of feedback interventions on performance
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The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course
Can we overcome the methodological schism? Four models for combining qualitative and quantitative evidence
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum
The Effects of Giving Feedback on the Persuasive Writing of Fourth- and Fifth-Grade Students
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| Obras citantes distintas | 94 |
|---|---|
| Citas por año | 15,67 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 94 |