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1.
AbstractPeer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs. 相似文献
2.
AbstractTechnology-facilitated peer assessment is gaining increasing attention. However, evidence for the contribution of technology-facilitated peer assessment to learning achievements has not been investigated. The present meta-analysis integrated findings on the effects of technology-facilitated peer assessment based on two main elements: (1) technology-facilitated peer assessment, (2) the use of extra supporting strategies in technology-facilitated peer assessment. A total of 37 empirical studies published from 1999 to 2018 were selected and analysed. Results indicated that technology-facilitated peer assessment had a significant and medium effect on learning achievements with an overall mean effect size of 0.576. The use of extra supporting strategies in technology-facilitated peer assessment also produced a positive and medium effect on students’ learning achievements with an overall mean effect size of 0.543. Different moderator variables, such as task types, assessment modes, training for assessors, durations, grouping types and assessment methods were related to different effect sizes. The results together with the implications for both practice and research are discussed. 相似文献
3.
This paper details a collaborative action research enquiry undertaken while both authors worked at the University of Glasgow. It explores the use of class debates as a teaching method in an International Management Honours course as the framing context for developing students' capacity to assess their own and each other's learning through the debates. In addition, issues of assessment for grading purposes are signalled and explored with the students. The collaborating partners in the study were a Management Studies lecturer and a Higher Education Studies lecturer, who worked together on the framework for the debates, reflected on the unfolding process together, and collected and analysed evidence. This case suggests that the debates enabled students to develop a critical view of the topics under discussion and to acquire a number of 'transferable skills', for example, team work. On peer grading, students were ambivalent. While self-and peer assessment appears to work well for formative purposes, summative peer assessment may not be welcomed by students. 相似文献
4.
Nancy Falchikov 《Assessment & Evaluation in Higher Education》1986,11(2):146-166
Any student assessment procedure should meet a number of criteria. It should be -valid, reliable, practicable and fair, and useful to students.(1) The prevailing authoritarian model of assessment in higher education is examined and its disadvantages elaborated. Results of some previous studies of self assessment are discussed. The present study attempts to meet Percival and Ellington's criteria, and addresses itself to a number of important questions concerning the comparability of self and peer group assessment with traditional methods; the extent of over‐ or undermarking by students, the relationships between accuracy of grading and age or overall ability, and the possible effects on learning or personal development of self and peer group assessment procedures. Details of the implementation of the scheme are recorded, and results presented and discussed. In terms of both product (the correspondences between self or peer and tutor assessment) and process (the evaluation by students of the effects of the scheme), the scheme appears to be successful. Implications and plans for future studies are elaborated. 相似文献
5.
Hongli Li Yao Xiong Charles Vincent Hunter Xiuyan Guo Rurik Tywoniw 《Assessment & Evaluation in Higher Education》2020,45(2):193-211
AbstractIn recent years, there has been an increasing use of peer assessment in classrooms and other learning settings. Despite the prevailing view that peer assessment has a positive effect on learning across empirical studies, the results reported are mixed. In this meta-analysis, we synthesised findings based on 134 effect sizes from 58 studies. Compared to students who do not participate in peer assessment, those who participate in peer assessment show a .291 standard deviation unit increase in their performance. Further, we performed a meta-regression analysis to examine the factors that are likely to influence the peer assessment effect. The most critical factor is rater training. When students receive rater training, the effect size of peer assessment is substantially larger than when students do not receive such training. Computer-mediated peer assessment is also associated with greater learning gains than the paper-based peer assessment. A few other variables (such as rating format, rating criteria and frequency of peer assessment) also show noticeable, although not statistically significant, effects. The results of the meta-analysis can be considered by researchers and teachers as a basis for determining how to make effective use of peer assessment as a learning tool. 相似文献
6.
Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features 总被引：1，自引：0，他引：1
Nanine A.E. van Gennip Mien S.R. Segers Harm H. Tillema 《Educational Research Review》2009,4(1):41-54
This paper reports a systematic literature review examining empirical studies on the effects of peer assessment for learning. Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole. This makes peer assessment an interpersonal and interactional process. Using this social perspective in order to study learning effects, we focus on the impact of the structural arrangement of peer assessment on learning, and the influence of interpersonal variables.The literature search, focusing on empirical studies measuring learning outcomes in a peer assessment setting, resulted in 15 studies conducted since 1990 dealing with effects (performance or perceived learning gains) of peer assessment. Our analysis reveals that, although peer assessment is a social process, interpersonal variables have hardly been studied; more specifically, they were measured in only 4 out of 15 studies. Moreover, they are not used to explain learning gains resulting from peer assessment. Finally, comparing the studies with respect to structural features reveals that, although the differences between the studies are significant, there seems to be no relation with the occurrence of learning benefits. The results of this review seem to indicate that research on peer assessment from a social perspective is still in its infancy and deserves more attention. 相似文献
7.
The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment 
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下载免费PDF全文 The importance of teamwork skills as part of employability has been widely acknowledged and accompanied by active research on successful cooperative learning. However, relatively few studies have focused on the effects of gender on students' group work, and only a limited number of empirical studies exist that examine students' group work process and performance through the results of self‐ and peer‐assessment. This study examines the effects of gender on group work process and performance using the self‐ and peer‐assessment results of 1001 students in British higher education formed into 192 groups. The analysis aggregates all measures on the group level in order to examine the overall group performance. Further, a simple regression model is used to capture the effects of group gender compositions. Results suggest that students in gender balanced groups display enhanced collaboration in group work processes. The enhanced collaboration could be associated with less social loafing behaviours and more equitable contributions to the group work. However, the results imply that this cooperative learning environment does not lead to higher student performance. Students' comments allow us to explore possible reasons for this finding. The results also indicate underperformance by all‐male groups and reduced collaborative behaviours by solo males in male gender exception groups (i.e., groups consisting of one male student and other members being female). The results thus have implications for the composition of groups. The pedagogical implications of these findings are discussed. 相似文献
8.
《The Internet and Higher Education》2010,13(3):164-169
Online peer assessment is an innovative evaluation method that has caught both educators' and practitioners' attention in recent years. The purpose of this study was to develop relevant questionnaires for teachers to understand student self-efficacy and motivation in online peer assessment learning environments. A total of 205 college students with experience in online peer assessment participated in this study. Two questionnaires measuring students' online peer assessment self-efficacy (OPASS) and their motivations in online peer assessment learning environments (MOPAS) were developed. The former included three self-efficacy scales: evaluating, receiving and reacting. The latter included two scales: intrinsic motivation and extrinsic motivation. Through factor analysis, both revealed highly satisfactory validity and reliability in assessing students' self-efficacy and motivation in online peer assessment learning environments. Moreover, the students' responses also showed that they were highly confident and strongly intrinsically motivated when participating in an online peer assessment learning environment. Finally, the interplay between the scales of OPASS and those of MOPAS was explored and the reciprocal relationship between students' self-efficacy and motivation in an online peer assessment learning environment was also highlighted. 相似文献
9.
This paper confirms the existence of peer effects in a learning process with data from an experiment. The experimental setting offers an insight into the mechanisms of peer interaction and provides complementary information to empirical studies using survey or administrative data. The results show that a partner has a motivational effect even before the actual cooperation takes place. The evidence for optimal group composition is not robust. Some of the “better” students improve the performance of their partner but they induce lower motivation. 相似文献
10.
David R. Carless 《Assessment & Evaluation in Higher Education》2002,27(4):353-363
This paper reports on an action research project which aimed to promote assessment for learning within a summative assignment. In an attempt to provide enhanced feedback to students, the process of their group assignment involved lecturer feedback at various stages. A particular focus was on a 'mini-viva', whereby students explained and justified to the lecturer selected aspects of their assignment after it was submitted but before a mark was awarded. Oral and written evaluation data were collected from students, two peer observers and from colleagues taking part in an action research team. Some implications for 'good assessment practices' are discussed. 相似文献
11.
Atara Sivan 《Assessment in Education: Principles, Policy & Practice》2000,7(2):193-213
This paper examines the process of implementing peer assessment in higher education. In order to discover the aspects by which the method could be utilised to its full potential, it has been tried out among diverse types of students using an action research approach. The paper depicts the way the method was introduced and portrays students' reactions. It demonstrates the contribution of previous exposure to peer assessment, of a good preparation process and of student involvement in criteria setting to building up student confidence in using the method. It further shows how student involvement in establishing the assessment criteria contributes to their learning process. Based on the results of the action research, the paper recommends introducing peer assessment into the curriculum gradually and in a consistent way while involving students in the process of criteria setting and making the method relevant to student learning and future careers. 相似文献
12.
During lectures, some students are continuously focused and attentive, whereas others tend to be bored, jittery, or inattentive. The same might happen when students are given student-activating assignments. Some students simply love one type of instruction, whereas others tend to resent it. Moreover, it is not the context itself, but the context as it is perceived by the student that affects learning. This study sets out to discover how students view instruction, based on their experiences with a particular setting, and aims to investigate the effects of “context-by-student” characteristics, such as students' course experiences, and the effects of “student-by-context” features, such as approaches to learning. The research has a quasi-experimental design and compares a lecture-based setting with student-activating teaching methods (i.e. self-discovery learning by means of authentic tasks with the help of a scaffolding approach); followed by one of four assessment methods: a multiple-choice test, a case-based examination, a peer assessment or a portfolio assessment. Data (N = 579) were collected by means of validated questionnaires, comprising the ASSIST and LSQ instruments and the course experience questionnaire. Results demonstrate that students' appraisal of the assessment method, their course experiences and the teaching methods that are dominant in the setting contribute positively to students' appraisal of instruction. Interestingly, this conclusion applies to both the lecture-based and the student-activating groups and to both conventional assessment methods and new modes of assessment. Moreover, deep approaches to learning, monitoring studying and/or organized studying, as well as preferences for courses that support understanding, positively affect students' appraisal of student-activating teaching methods. In short, both student-by-context and context-by-student features prove to be strong predictors of students' appraisal of instruction and, as a consequence, student learning. 相似文献
13.
This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school
education to develop science activities for future instruction. Each student was asked to submit a science activity project
for pre-school children, and then experienced three rounds of peer assessment. The effects of the online peer assessment module
on student learning were examined, and the role of Scientific Epistemological Views (SEVs) in the learning process was carefully
investigated. This study found that student peers displayed valid scoring that was consistent with an expert’s marks. Through
the online peer assessment, the students could enhance the design of science activities for future instruction; for instance,
the science activities became more creative, science-embedded, feasible and more suitable for the developmental stage of pre-school
children. More importantly, students with more sophisticated (constructivist-oriented) SEVs tended to progress significantly
more for designing science activities with more fun, higher creativity and greater relevancy to scientific knowledge, implying
that learners with constructivist-oriented SEVs might benefit more from the online peer assessment learning process. These
students also tended to offer more feedback to their peers, and much of the peer feedback provided by these students was categorized
as guiding or helping peers to carefully appraise and plan their science activity projects. This study finally suggested that
an appropriate understanding regarding the constructivist epistemology may be a prerequisite for utilizing peer assessment
learning activities in science education. 相似文献
14.
Magdeleine D.N. Lew W.A.M. Alwis Henk G. Schmidt 《Assessment & Evaluation in Higher Education》2010,35(2):135-156
The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments. 相似文献
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16.
Although studies have examined the validity of peer assessment, research including students’ own experiences of peer assessment is scarce. The present study aims to improve assessment practices in a context with a highly traditional assessment culture. The aim is first to examine the validity of peer assessment by analysing the compatibility of student and teacher evaluation and explore the differences between minor and major students’ evaluations. Second, the study examines students’ experiences of peer assessment. Peer assessment was implemented in a large bioscience course with 79 student participants. After the peer assessment, the students provided feedback. The results indicate that student subject understanding can be supported through a proper assessment practice. Peer assessment was successful in an introductory class with minor and major students, and most students experienced it as supportive of their learning. 相似文献
17.
David McConnell 《Studies in Continuing Education》2013,35(1):73-92
This paper examines the various ways in which students talk about their experience and perceptions of collaborative review and assessment as it occurs in e-learning environments. Collaborative review and assessment involves the student, their peers and tutor in thoughtful and critical examination of each student's course work. The process involves two stages: review and discussion of the student's work with a view to bringing different critical yet supportive perspectives to the work. This is followed by the use of two sets of criteria to make judgements on the student's work: one set provided by the student, the other by the tutor. The purpose of collaborative assessment is to foster a learning approach to assessment and to develop a shared power relationship with students. From analysis of face-to-face interviews, examination of e-learning discussions and student-completed questionnaires, a set of analytic categories was built describing the learners' experiences of collaborative e-assessment. These categories are: (1) the appropriateness of collaborative assessment; (2) collaborative assessment as a learning event; and (3) the focus for assessment. The paper focuses on analysing and discussing these categories of experience. The research shows that a positive social climate is necessary in developing and sustaining collaborative assessment and that this form of assessment helps students to reduce dependence on lecturers as the only or major source of judgement about the quality of learning. Students develop skill and know-how about self- and peer assessment and see themselves as competent in making judgements about their own and each other's work, which are surely good lifelong learning skills. 相似文献
18.
In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions. 相似文献
19.
同伴互评作为一种形成性评价策略,已经成为现阶段网络学习评价领域研究的热点。本研究将同伴互评策略应用于高校混合式教学之中,设计同伴互评学习活动。研究整体采用行动研究法设计、修改同伴互评活动,并分析学习者对活动的改进意见。研究一方面分析互评活动对在线学习效果的影响以及活动对于两类学习风格学习者影响的差异;另一方面深入分析学习者对于活动的态度及改进意见。主要研究结论认为：（1）研究设计的同伴互评活动能够促进学习者深入理解学习内容,并提升最终成果的质量。（2）相对综合型学习风格的学习者而言,同伴互评更加有助于提升序列型学习者对知识运用的水平。最后,研究总结了同伴互评活动设计的改进方案及后续设计要点。 相似文献
20.
Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were. 相似文献