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Apr 10, 2019 · In this study we examined the effect of peer review on students’ grades in a writing-focused, senior-level psychology course. Results suggest that the more critical students were when reviewing their peers’ writing, the better grades they received.
- Matthew M. Yalch, Erika M. Vitale, J. Kevin Ford
- 2019
- 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
Jan 7, 2018 · As authentic writing tasks concern self-generated texts and may affect students’ grades, students may be inclined and incentivized to provide peer feedback and respond to received feedback more seriously (McDowell Citation 2012).
- Bart Huisman, Nadira Saab, Jan van Driel, Paul van den Broek
- 2018
Sep 23, 2022 · To encourage meaningful participation throughout the process, I grade peer feedback. Consistent with evidence-based recommendations, I use a grading guide that is focused on providing high-quality feedback on each paper’s structure, content, organization, and clarity of writing. This guide is straightforward and can be adapted as needed ...
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).
Apr 9, 2020 · Here, we examine how peer instruction, or discussing one’s answer with a peer, affects students’ decisions about a class assignment. Across six different university classes, students answered a question, discussed their answer with a peer, and finally answered the question again.
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Dec 20, 2019 · Findings show peer assessment yielded mixed results: a positive effect for low-achieving, no difference from control for mid-achieving, and negative effect for high-achieving writers at onset (p = 0.005). Self-assessment was found more effective than the control for all writer levels and more effective than peer assessment for most writers.
