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1. To investigate the strengths and challenges involved in peer assessment as a feedback strategy. 2. To evaluate the success of ‘Peer Assessment’ for international students, with respect to four implementations in a MBA program. 3. To recommend effective practices in ‘Peer Assessment’ as a useful tool to engage the
- The Effects of Providing and Receiving Peer Feedback on ...
Peer feedback draws students’ attention to areas for...
- The Effects of Providing and Receiving Peer Feedback on ...
Peer feedback draws students’ attention to areas for improvement, and by implementing feedback in revisions, students practice problem-solving strategies and improve their writing ability. The second hypothesis (Pathway 2) is based on research of improvement via routine practice (Anderson, 1982).
- Working Definitions
- Selection Criteria
- Literature Search
- Data Extraction
- Statistical Analyses of Effect Sizes
The specific methods of peer assessment can vary considerably, but there are a number of shared characteristics across most methods. Peers are defined as individuals at similar (i.e., within 1–2 grades) or identical education levels. Peer assessment must involve assessing or being assessed by peers, or both. Peer assessment requires the communicati...
To be included in this meta-analysis, studies had to meet several criteria. Firstly, a study needed to examine the effect of peer assessment. Secondly, the assessment could be delivered in any form (e.g., written, verbal, online), but needed to be distinguishable from peer-coaching/peer-tutoring. Thirdly, a study needed to compare the effect of pee...
The literature search was carried out on 8 June 2018 using PsycInfo, Google Scholar, and ERIC. Google Scholar was used to check for additional references as it does not allow for the exporting of entries. These three electronic databases were selected due to their relevance to educational instruction and practice. Results were not filtered based on...
A research assistant and the first author extracted data from the included papers. We took an iterative approach to the coding procedure whereby the coders refined the classification of each variable as they progressed through the included studies to ensure that the classifications best characterised the extant literature. Below, the coding strateg...
Effect Size Estimation and Heterogeneity
A random effects, multi-level meta-analysis was carried out using R version 3.4.3 (R Core Team 2017). The primary outcome was standardised mean difference between peer assessment and comparison (i.e., control) conditions. A common effect size metric, Hedge’s g, was calculated. A positive Hedge’s g value indicates comparatively higher values in the dependent variable in the peer assessment group (i.e., higher academic performance). Heterogeneity in the effect sizes was estimated using the I2 s...
Robust Variance Estimation
Often meta-analyses include multiple effect sizes from the same sample (e.g., the effect of peer assessment on two different measures of academic performance). Including these dependent effect sizes in a meta-analysis can be problematic, as this can potentially bias the results of the analysis in favour of studies that have more effect sizes. Recently, Robust Variance Estimation (RVE) was developed as a technique to address such concerns (Hedges et al. 2010). RVE allows for the modelling of d...
- Kit S. Double, Joshua A. McGrane, Therese N. Hopfenbeck
- 2020
Mar 8, 2023 · Self and peer assessments have been identified as effective strategies to develop a deeper understanding of complex concepts, enhance meta-cognitive capacity, and support learner self-efficacy. This study examines data related to peer and self-assessment exercises completed within a university engineering programme (n =61).
Specifically, the research evidence related to the different types of feedback and their effectiveness in terms of promoting student learning are discussed, the dif-ferent ways students deal with feedback are described, and the relationship between assessment and feedback is provided.
Oct 1, 2021 · There is strong evidence to suggest that formative feedback enhances student progress and learning and is an effective way to support performance in summative assessments (Hattie & Timperley,...
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Should peer assessment be a feedback strategy for international students?
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What is a peer assessment strategy for international students?
Aug 1, 2010 · Of these students, 67% indicated that PA was difficult, 45% said it helped their understanding of assessment, 18% found peer and self-assessment to be less fair than staff assessment, and 64% felt that the assessment procedure would help them write better essays in the future.
