The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis

Zheng, Lanqin; Zhang, Xuan; Cui, Panpan

doi:10.1080/02602938.2019.1644603

Cited by 47 publications

(47 citation statements)

References 51 publications

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“…Moreover, the results of the study also showed that peer assessment participation fostered higher general performance than instructor assessment feedback. Peer assessment, particularly when facilitated with technology-supported tools provide benefits for the student submitters as well as the assessors (Zheng, Zhang, & Cui, 2020). Having students provide written feedback in addition to a quantitative evaluation enhances the learning experience for the assignment submitters as well as the peer graders (Luaces, Díez, & Bahamonde, 2018).…”

Section: Peer Assessmentmentioning

confidence: 99%

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

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The rate of transition to online instruction in higher education was accelerated by the new reality of the global pandemic, COVID-19. As a result, faculty must adapt by being more efficient to manage more students with less resources and even less personal contact for the foreseeable future. Efficiency can be gained by using group assignments and peer group grading. Peer group grading reduces assessment time although students may be concerned about having their work graded fairly by other students. The peer group grading process and grades are analyzed against the instructor grades over a two-year period. Results demonstrate no significant difference in peer group grades and instructor grades for pre-COVID-19 hybrid and post-COVID-19 online courses. Student survey results also show that students perceive peer group grading as fair in both course formats. Therefore, instructors can feel confident about using peer group grading as a fair and time saving assessment tool.

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Section: Peer Assessmentmentioning

confidence: 99%

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

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“…by Tenorio et al 2016;Fu, Lin, and Hwang 2019). The first meta-analysis, by Zheng, Zhang, and Cui (2020), found 37 controlled studies 1999-2018. Eight studies were in school and the rest in higher education, and this mixing of contexts is a weakness.…”

Section: Previous Outcome Research On Digital Pamentioning

confidence: 99%

“…Training and anonymity improved outcomes, and duration of PA was also important (6-10 weeks being the optimum). However, direct comparison of online and offline learning was rare -most studies compared online PA to no PA. None of the papers in Zheng, Zhang, and Cui (2020) referred to teachers.…”

Section: Previous Outcome Research On Digital Pamentioning

confidence: 99%

Digital peer assessment in school teacher education and development: a systematic review

Topping

2021

Research Papers in Education

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Peer assessment (PA) is generally effective, and especially important for school teachers, as the experience might lead teachers to use PA more skilfully with school students. Digital PA (using computers) becomes more important as universities switch to online learning. This systematic review of research literature on digital PA for preservice and in-service teachers encompasses: online/web-based, video, Massive Open Online Courses, digital frameworks to organize/structure PA, e-portfolios, Personal Digital Assistants (PDAs), Facebook, iPads and wikis. It contained 43 papers and all but one reported mainly positive effects. Potential moderator variables were considered, but studies rarely reported many of them. Few studies had control groups, only two reported Effect Sizes, and none reported implementation fidelity or follow-up. There was little evidence for carry-over of PA practices into later teaching of school children. However, the potential moderator variables provide a template for future reviews of PA and the design of PA by teachers.

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“…Moreover, the same meta-analysis showed that computer-based peer assessment leads to bigger learning gains than paper-based peer assessment. Another meta-analysis of technology-facilitated peer assessment (Zheng, Zhang, & Cui, 2020) also showed that this type of peer assessment has a positive effect on learning compared to paper-based peer feedback, with an overall mean effect size of 0.54.…”

Section: Introductionmentioning

confidence: 98%

“…Peer assessment has a positive effect on learning, especially if the process is computer-mediated (H. . This became clear from a recent meta-analysis conducted by Zheng, Zhang, and Cui (2020) that included 37 empirical studies of technology-facilitated peer assessment. Their findings demonstrated a significant and medium-sized effect of technology-supported peer assessment on learning.…”

Section: Introductionmentioning

confidence: 99%

Giving feedback to peers

Dmoshinskaia¹

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This work was partially funded by the European Union in the context of the Next-Lab innovation action (Grant Agreement 731685) under the Industrial Leadership -Leadership in enabling and industrial technologies -Information and Communication Technologies (ICT) theme of the H2020 Framework Program. This thesis does not represent the opinion of the European Union, and the European Union is not responsible for any use that might be made of its content.My fellow-PhDs, how many different roles you played: a psychological support group, helpful reviewers, companions in laugh, and so many other. Thank you very much for travelling along; for sharing; for making the road look manageable. Xiulin, it was great to be your roomie, your hard work encouraged me and your readiness to help meant a lot to me. My great paranymphs -Elise and Johannes -thank you for helping with more and less serious choices; for discussing my statistical or/and philosophical questions; and simply for being there for me. My work would not have been completed if I had not felt loved, supported, appreciated, encouraged and believed in. My dear husband, Martin, your faith in me makes me stronger and your care allows me to act. Ik ben zo gelukkig met en zo dankbaar voor alle (schoon-)familie en vrienden die ik hier heb ontmoet voor hun steun, zorg en begrip. Jullie hebben me hier thuis laten voelen en het hielp enorm.And the last but definitely not the least, I would like to thank my family and friends in Russia. Natasha iiiTABLE OF CONTENTS Chapter

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The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis

Cited by 47 publications

References 51 publications

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Digital peer assessment in school teacher education and development: a systematic review

Giving feedback to peers

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