An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

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DIFFERING EFFECTS OF CONFERENCE AND PEER ASSESSMENT ON WRITING SKILL OF EFL LEARNERS

JOURNAL OF ADVANCES IN LINGUISTICS ◽

10.24297/jal.v7i1.5161 ◽

2016 ◽

Vol 7 (1) ◽

pp. 1108-1116

Author(s):

Maryam Manafi Anvar ◽

Azadeh Nemati

Keyword(s):

Peer Assessment ◽

Previous Method ◽

Assessment System ◽

Peer Evaluation ◽

Efl Learners ◽

Teacher Guidance ◽

Significant Difference ◽

Writing Skill ◽

Evaluation Group ◽

Post Test

This study intended to demonstrate the significant differences between conference and peer evaluation on writing skill of EFL learners in Pooyesh Language House of Bandar Lengeh. To find out the differences, two types of tests (pre- test before treatment and receiving feedback, post- test after treatment and receiving feedback) were given to two groups of students (30 students for conference and 30 students for peer evaluation). The participants were all teen and adult students who were studying at the same level in this Language House. The writing tests were taken from their previous books which they had practiced before. The pre-test was given to students. In conference group, a mark was given to them by their teacher and during the term the students learned how to write through their teachers comments, but in peer evaluation group, through their classmates comments, so in the second group the classmates just checked each others papers and found errors without giving any mark, because they were not familiar with assessment system; it was the teacher task. In the first group, the teacher was familiar with assessment system, but in peer evaluation group the students found how to check other students' writing as treatment, according to IELTS writing assessment criteria, through their teacher guidance. The post- test was given at the end of the term and previous method was repeated. The results of the study indicated that there was no statistically significant difference between conference and peer evaluation, so the research questions were rejected. The results gained from the two variables were analyzed according to quasi experimental design.

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Influences of Peer Assessment Types on Performance and Students’ Perspectives on Online Peer Assessment

International Research in Education ◽

10.5296/ire.v8i2.17405 ◽

2020 ◽

Vol 8 (2) ◽

pp. 43

Author(s):

Ren-Yu Liao ◽

Ching-Tao Chang ◽

Chun-Ying Chen

Keyword(s):

Peer Assessment ◽

Peer Feedback ◽

Project Performance ◽

Project Based Learning ◽

Group Project ◽

Introductory Course ◽

Confounding Variables ◽

Different Types ◽

Professional Assessment ◽

Online Peer Assessment

This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project performance than those in the peer feedback condition did, and (b) students in the rubric condition could perform equally well as those in both of the hybrid and peer feedback conditions. The qualitative findings suggested that besides types of assessment, other possible confounding variables that might affect performance included perceived learning benefits, professional assessment, acceptance, and the online PA system.

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Investigating the Validity of Different Peer Groupings in the Assessment of English Writings

International Education Studies ◽

10.5539/ies.v12n12p55 ◽

2019 ◽

Vol 12 (12) ◽

pp. 55

Author(s):

Zhou Bi ◽

Tan Mengyu ◽

Yuan Diying ◽

Pan Liandi

Keyword(s):

Language Proficiency ◽

Classroom Assessment ◽

Peer Assessment ◽

Peer Feedback ◽

Homogeneous Grouping ◽

Positive View ◽

Adoption Rate ◽

Proficiency Level

Peer assessment is an indispensable part in classroom assessment and it serves as a very useful way of promoting learning. However, different ways of peer grouping may influence the validity of peer assessment. This study analyzes the quality and quantity of feedback, adoption rate of feedback as well as scores of students’ original drafts and the revised versions. It finds that all ways of grouping can promote learning but the degree of validity varies among groups. Besides, accuracy and adoption rate are high in students’ feedback, which means peer feedback is effective to a great extent. Among all the ways of grouping, homogeneous grouping i.e. pairing students with the same or similar language proficiency level can archive more significant promotion in learning. In general, students hold a positive view towards the validity of peer assessment.

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Enhancing University Students' Interaction and Learning through Formative Peer-Assessment Online

Collaborative Technologies and Applications for Interactive Information Design ◽

10.4018/978-1-60566-727-0.ch004 ◽

2010 ◽

pp. 52-66 ◽

Cited By ~ 2

Author(s):

Monica Liljeström

Keyword(s):

Higher Education ◽

Distance Education ◽

University Students ◽

Peer Review ◽

Peer Assessment ◽

Multiple Sources ◽

Student Collaboration ◽

Reported Data ◽

Collaborative Efforts

This chapter draws upon data collected from a Swedish project with the aim to implement and evaluate peer assessment/peer review in online and distance education in the context of higher education. Previous studies of peer assessment in on-campus settings are discussed with a focus on what impact these findings had on the design of the peer assessment element. Findings from a distance course with 60 students, in which peer assessment and peer assessment preparation was carried out trough asynchronous text based communication in FirstClass, are reported. Data are collected from multiple sources and analyzed with the aim to find out how peer assessment element worked in this asynchronous text based environment. The results indicate that the students’ engagement and collaborative efforts in general was high. The overall conclusion is that peer assessment could be worth exploring further as a tool to enhance student collaboration and learning in courses based on asynchronous text based communication.

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Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

International Journal of Science and Mathematics Education ◽

10.1007/s10763-019-10030-3 ◽

2020 ◽

Vol 18 (8) ◽

pp. 1465-1484 ◽

Cited By ~ 1

Author(s):

Laura Ketonen ◽

Markus Hähkiöniemi ◽

Pasi Nieminen ◽

Jouni Viiri

Keyword(s):

Formative Assessment ◽

Early Stage ◽

Peer Assessment ◽

Peer Feedback ◽

Data Sources ◽

Constructive Feedback ◽

Audio Recordings ◽

Field Notes

AbstractPeer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

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