Does peer assessment promote student learning? A meta-analysis

Li, Hongli; Xiong, Yan; Hunter, Charles Vincent; Guo, Xiaolu; Tywoniw, Rurik

doi:10.1080/02602938.2019.1620679

Cited by 195 publications

(174 citation statements)

References 78 publications

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“…Most of the studies had quantitative measurements, but some of these were questionable in their reliability or accuracy, perhaps due to the limiting conditions of researching in higher education contexts, such as lack of possibilities for randomizing groups or having external evaluations on student teachers. This finding supports the view that research in PA needs more systematic work (Li et al 2020).…”

Section: Resultssupporting

confidence: 87%

“…These particular questions constitute the problem the present review will help to solve. PA studies in other areas of higher education have contradictory conclusions, thus, there is a gap in empirical research oriented to aspects of PA that might be more efficient in teacher education and assure its benefits can overcome the respective difficulties (Li et al 2020).…”

Section: Peer Assessment Of Performance In Teacher Educationmentioning

confidence: 99%

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Peer Assessment of Teacher Performance. What Works in Teacher Education?

Cabello

Topping

2020

IJCRSEE

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which rely on peers as a source of information and collaborative learning are still scarce (Charalambous, Hill and Ball, 2011, Ratminingsih, Artini and Padmadewi, 2017). Indeed, the evidence supporting PA is less robust than other types of assessment in the educational field (Li et al. 2020), which constitutes a research problem, not only for teacher educators bur for decision-makers in this field. The studies which form the subject of this review, focus on pre-service teachers (PST) teaching performance-rather than on more typical peer-assessed tasks such as written assignments (e.g. Tsai, Lin and Yuan, 2002). Although other prior reviews of PA exist (e.g., Gielen, Dochy, and Onghena, 2010; Li et al. 2020; van Zundert et al. (2010)), these are not focused on teaching performance nor were developed for teacher education. Hence, the present review analyzes a more specific area. Its purpose is to orient stakeholders to critical aspects of the design of PA in teacher education which are empirically based and focused on issues that require further research in order to gain sufficient understanding. We start by defining PA, its benefits and disadvantages, followed by the essential organizational features and its implementation. After this, the reviewed studies are discussed in terms of outline trends and connection of principles for PA in pre-service teachers and practical implications for working PA in teacher education.

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Section: Resultssupporting

confidence: 87%

Section: Peer Assessment Of Performance In Teacher Educationmentioning

confidence: 99%

Peer Assessment of Teacher Performance. What Works in Teacher Education?

Cabello

Topping

2020

IJCRSEE

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“…[2][3][4] Within higher education, peer and self-evaluation practices with training and calibration have been adopted to address these evaluation deficiencies, but has also been shown to be a beneficial learning experience for students. [5][6][7][8][9][10][11][12][13][14][15][16] Peer assessment also supports student preparation for professional work environments where pharmacists may provide performance evaluations to peers or direct reports. 6 Thus, pharmacy student participation in peer assessment allows opportunities for them to practice providing appropriate feedback in a structured learning environment, preparing them for their future careers.…”

Section: Introductionmentioning

confidence: 99%

“…[5][6][7][8][9][10][11][12][13][14][15][16] Peer assessment also supports student preparation for professional work environments where pharmacists may provide performance evaluations to peers or direct reports. 6 Thus, pharmacy student participation in peer assessment allows opportunities for them to practice providing appropriate feedback in a structured learning environment, preparing them for their future careers. 1 In addition to enhancing student evaluation skills, peer assessment activities can be a way of incorporating open-ended written communication within a course, including within large enrollment courses because preparation and review of these activities require less faculty time.…”

Section: Introductionmentioning

confidence: 99%

“…1 In addition to enhancing student evaluation skills, peer assessment activities can be a way of incorporating open-ended written communication within a course, including within large enrollment courses because preparation and review of these activities require less faculty time. [5][6][7][8][9][10][11][12][13][14][15][16] Conventional assessment methods such as multiple-choice questions have limitations compared to open-ended assessment activities. 17,18 Constructing multiple-choice questions can be challenging due to the existence of cueing which can lead students to an answer or the potential misalignment with clinical practice, in which students are not given only limited multiple-choice options, but have extensive options to consider.…”

Section: Introductionmentioning

confidence: 99%

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Inter-Rater Reliability of Web-Based Calibrated Peer Review within a Pharmacy Curriculum

Isaacs

Miller

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To assess the inter-rater reliability of student evaluations submitted through a web-based calibrated peer review system versus faculty evaluations in a Doctor of Pharmacy (PharmD) curriculum. Methods. Two calibrated peer review assignments were integrated into two sequential pharmacotherapy-based courses in the first professional year of the PharmD curriculum. To assess the inter-rater reliability of student peer and self-evaluations compared to faculty evaluations, 50 student submissions from each assignment were randomly selected for faculty evaluation, using the same evaluation criteria used by students. Statistical analysis was performed to assess the difference between the scores given by students versus faculty members and the correlation between the combined and individual assignment scores given by students versus faculty members. Results. Mean faculty scores did not significantly differ from student peer or self-evaluation scores. When the assignments were combined, there was a significant fair correlation between scores assigned by peers and those assigned by faculty members, and between scores assigned by students (self-evaluation) and faculty members. For individual assignments, one showed significant positive correlations for both peer and self-assessment compared to faculty, while the other assignment did not. Conclusion. Incorporating longitudinal calibrated peer review activities into the PharmD curriculum demonstrated fair inter-rater reliability between scores assigned by pharmacy student and faculty members. Further research on calibrated peer review is needed in pharmacy education to evaluate its reliability and utility. However, the current study suggests that the use of a web-based calibrated peer review system within a pharmacy curriculum could provide additional opportunities for critical evaluation and student self-assessment, as well as encourage more open-ended communication activities without increasing the grading burden on faculty members.

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Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect

Schubatzky,

Haagen‐Schützenhöfer,

Wackermann

et al. 2024

Science Education

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The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content‐specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the analysis of multiple‐choice questions, employing Bayesian correlations and multiple logistic regression. We thereby focus on specific types of conceptualizations of the greenhouse effect that have been identified in previous research and furthermore investigate the coherency of them. To do so, we analyzed answers of N = 604 grade 11 students in Austria and Germany and interpreted them from different theoretical perspectives. The findings showed that students hold various ideas about the greenhouse effect that are only seldom coherent, in particular when it comes to adequate ideas about the greenhouse effect. However, especially for a reflection‐based framework of the greenhouse effect, our results demonstrate that students' conceptions show some form of coherency. We argue that our results can inform the development of effective teaching strategies that address students' existing knowledge and alternative conceptions. In terms of practical implications, the findings suggest that teaching strategies should provide opportunities for students to integrate their knowledge pieces into a more coherent understanding of the greenhouse effect. The study highlights the need for further investigation into the relationship between knowledge pieces and frameworks not only for the greenhouse effect, but for science education in general.

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Does peer assessment promote student learning? A meta-analysis

Cited by 195 publications

References 78 publications

Peer Assessment of Teacher Performance. What Works in Teacher Education?

Peer Assessment of Teacher Performance. What Works in Teacher Education?

Inter-Rater Reliability of Web-Based Calibrated Peer Review within a Pharmacy Curriculum

Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect

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