Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis.

Abstract

The "assessment for learning" movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd-through 12th-grade-level classrooms. We investigated (a) the effects of students' participation in grading on subsequent test performance, (b) the difference between grades when assigned by students or teachers, and (c) the correlation between grades assigned by students and teachers. Students who engaged in self-grading performed better (g ϭ .34) on subsequent tests than did students who did not. Moderator analyses suggested that the benefits of self-grading were estimated to be greater when the study controlled for group differences through random assignment. Students who engaged in peergrading performed better on subsequent tests than did students who did not (g ϭ .29). On average, students did not grade themselves or peers significantly differently than teachers (self-grades, g ϭ .04; peer-grades, g ϭ .04) and showed moderate correlation (self-grading, r ϭ .67; peer-grading, r ϭ .68) with teacher grades. Further, other moderator analyses and examination of studies suggested that self-and peer-grading practices can be implemented to positive effect in primary and secondary schools with the use of rubrics and training for students in a formative assessment environment. However, because of a limited number of studies, these mediating variables need more research to allow more conclusive findings.

The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

“…Peer assessments tend to be highly correlated with teacher assessments of the same students (Falchikov and Goldfinch 2000;Li et al 2016;Sanchez et al 2017). However, in addition to establishing comparability between teacher and peer assessment scores, it is important to determine whether peer assessment also has a positive effect on future academic performance.…”

A Topical and Methodological Systematic Review of Meta‐Analyses Published in the Educational Measurement Literature

“…To be included, meta‐analyses had to focus on test development, administration, score reporting, and/or validity evidence of assessments group‐administered in educational settings for formative, summative, or admissions purposes (analyses that included a mixture of these and other forms of assessment such as licensure and certification examinations were included so long as they focused on one or more of the above test components; e.g., Rodriguez, ). Ineligible studies evaluated achievement differences between subgroups using an educational test (e.g., Hyde, Fennema, & Lamon, ), used an educational test as a learning event as opposed to assessing learning (e.g., Rowland, ), analyzed assessments administered in an individual setting (e.g., psychoeducational), administered an assessment exclusively for purposes of licensure and/or certification, or implemented peer‐grading as it has limited application to large‐scale testing programs (e.g., Sanchez, Atkinson, Koenka, Moshontz, & Cooper, ).…”

Dialogic Literacy: contexts, competences and dispositions

“…At the same time, participation in public discourse, debate and deliberation ought to be seen as the top of the iceberg in classroom practices of online collaboration and build on habits and dispositions that have been nurtured in a range of less controversial contexts and well-established technologies and practices like wikis (Delfino, 2013), collaborative writing (Delfino, 2011), or peer-review (see e.g., Lundstrom & Baker, 2009;Sanchez, Atkinson, Koenka, Moshontz, & Cooper, 2017). …”