No abstract

No abstract

The growing number of peer assessment studies in the last decades created diverse design options for researchers and teachers to implement peer assessment. However, it is still unknown if there are more commonly used peer assessment formats and design elements that could be considered when designing peer assessment activities in educational contexts. This systematic review aims to determine the diversity of peer assessment designs and practices in research studies. A literature search was performed in the electronic databases PsycINFO, PsycARTICLES, Web of Science Core Collection, Medline, ERIC, Academic Search Premier, and EconLit. Using data from 449 research studies (derived from 424 peer-reviewed articles), design differences were investigated for subject domains, assessment purposes, objects, outcomes, and moderators/mediators. Arts and humanities was the most frequent subject domain in the reviewed studies, and two-third of the studies had a formative purpose of assessment. The most used object of assessment was written assessment, and beliefs and perceptions were the most investigated outcomes. Gender topped the list of the investigated moderators/mediators of peer assessment. Latent class analysis of 27 peer assessment design elements revealed a five-class solution reflecting latent patterns that best describe the variability in peer assessment designs (i.e. prototypical peer assessment designs). Only ten design elements significantly contributed to these patterns with an associated effect size R2 ranging from .204 to .880, indicating that peer assessment designs in research studies are not as diverse as they theoretically can be.

Teachers' conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices. RESUMENLas concepciones docentes pueden influir en cualquier proceso instruccional, incluida la evaluación. Dado que en educación secundaria en España aumenta el enfoque acreditativo en relación a etapas anteriores, resulta necesario investigar cuáles son las concepciones acerca de la evaluación de los docentes de esta etapa, y qué papel juegan sobre sus prácticas. Los participantes fueron 219 docentes de secundaria. Se empleó una metodología mixta usando cuestionarios, dilemas y análisis de contenido de exámenes. Se exploró la relación entre las concepciones de evaluación y el tipo de exámenes empleados, el uso de autoevaluación y evaluación entre pares, y las características de la retroalimentación. Los docentes reportan una concepción ARTICLE HISTORY