Abstract
With the advancement of information and communication technologies, technology-supported peer assessment has been increasingly adopted in education recently. This study systematically reviewed 134 technology-supported peer assessment studies published between 2006 and 2017 using a developed analysis framework based on activity theory. The results found that most peer assessment activities were implemented in social science and higher education in the past 12 years. Acting assignments such as performance, oral presentations, or speaking were the least common type of assignments assessed across the studies reviewed. In addition, most studies conducted peer assessment anonymously and assessors and assessees were randomly assigned. However, most studies implemented only one round of peer assessment and did not provide rewards for assessors. Across studies, it was more often the case that students received unstructured feedback from their peers than structured feedback. Noticeably, collaborative peer assessment did not receive enough attention in the past 12 years. Regarding the peer assessment tools, there were more studies that adopted general learning management systems for peer assessment than studies that used dedicated peer assessment tools. However, most tools used within these studies only provide basic functionalities without scaffolding. Furthermore, the results of cross analysis reveal that there are significant relationships between learning domains and anonymity as well as learning domains and assessment durations. Significant relationships also exist between assignment types and learning domains as well as assignment types and assessment durations.
Highlights
Peer assessment is a process by which learners can evaluate peers’ products based on assessment criteria (Sadler & Good, 2006)
A design feature refers to a particular consideration for making a decision during the process of peer assessment design, which ensures the success of peer assessment to a large extent (Adachi, Tai, & Dawson, 2018)
RQ1: What School Levels Participated in the Technology-Supported Peer Assessment Research?
Summary
Peer assessment is a process by which learners can evaluate peers’ products based on assessment criteria (Sadler & Good, 2006). A systematic review of technology-supported peer assessment literature can provide better insights for instructors to design and implement peer assessment. ‘front-line’ educators and practitioners often find it very challenging to implement and improve peer assessment in practice (Bearman et al, 2016). They often design peer assessment activities based on their assumptions and experiences which leads to problems in selecting appropriate peer assessment tasks, learning domains, and criteria development (Adachi et al, 2018). A systematic review of technology-supported peer assessment can shed light on how peer assessment works as well as provide useful references for implementing peer assessment. The findings can contribute to the design of peer assessment and inform educators on how technology can be effectively applied in peer assessment
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