Implementation Of Peer Assessment Research Articles

Peer evaluation as an alternative assessment method for case presentations: A cross-sectional study of dental students' perception.

Peer assessment in dental and medical education is a key tool for evaluating attitudes and communication skills, serving as an effective formative learning method. It not only boosts academic performance and encourages lifelong learning and reflective practice but also fosters collaboration, effective communication, and constructive feedback among peers. This study aimed to assess dental students' satisfaction and perceptions regarding implementing peer assessment in case presentations, including contribution to their learning. This cross-sectional study involved third (n=26), fourth (n=54), and sixth (n=71) dental students divided into five groups. Each student received peer assessments (n=8) from the students of the other groups regarding their clinical presentation. At the end of the process, students were invited to complete an anonymous 9-item questionnaire to assess student perceptions of the peer-assessment process. Data were analyzed to evaluate students' perception and satisfaction with the peer assessment task. The bivariate analysis explored associations among questionnaire items. A total of 151 students participated in the current study. Results showed a high level of agreement for most of the students regarding their preparedness for peer and self-assessment. More than 75% of the students at all academic levels found it challenging to evaluate their peers. Student satisfaction scores increased with the level of education, (4.076, 4.214, and 4.246 out of five, respectively) with moderate correlations between peer evaluation characteristics. Peer assessment appears to enhance learning and professional development in dental students. Students' satisfaction with peer assessment grows with education level, reflecting its role in fostering critical evaluation skills and feedback.

The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education

BackgroundComputer-supported collaborative inquiry learning (CSCiL) has been proposed as a successful learning method to foster scientific literacy. This research aims to bridge the knowledge gap surrounding the role of peers as scaffolding sources in CSCiL environments. The primary objective is to explicitly implement peer assessment as a scaffolding tool to enhance students' inquiry output in terms of research question, data, and conclusion. Additionally, students’ perceptions of peer assessment within CSCiL are explored.ResultsThe study involved 9th and 10th-grade students from 12 schools (N = 382), exploring the effects of peer assessment with and without peer dialogue. The results highlight that while adjustments were more frequently made to the research question and data, adjustments to the conclusion showed significantly greater improvement. Furthermore, students’ perceptions of peer assessment during CSCiL were examined, revealing that students generally perceive peer assessment as fair and useful, and they accept it while being willing to make improvements based on the feedback. While students did not report experiencing negative feelings, they also did not report positive emotions from the process. Additionally, the study found that including a peer dialogue in the peer assessment process did not significantly impact the abovementioned findings.ConclusionsThis study enriches our understanding of peer assessment as a scaffolding tool in CSCiL, highlighting its potential to improve inquiry outputs and providing valuable insights for instructional design and implementation.

Using Social Media for Peer Assessment in Higher Education: A Systematic Review of the Literature

The modern affordances of technology and social media networks' popularity enable unique educational opportunities. In this systematic review, our objective was to outline insights regarding the current use of social media for peer assessment in higher education. Specifically, what does the current research indicate are common characteristics, benefits, and challenges, and how can they guide future research and practice? We searched the OMNI information consortium consisting of 392 databases to gain insights. From 2,450 identified articles, we included 12 consisting of 702 participants in our review. The included articles are empirical and peer-reviewed, focusing on higher education and retrieved through the OMNI information consortium. The results were synthesized through a three-step integrated approach to afford the qualitative assimilation of our findings. Facebook and YouTube were the most commonly used platforms, while educational studies used social media for peer assessment most often. The articles referenced in our review primarily used mixed methods approaches and were of medium quality. We found benefits associated with attaining learning objectives while fostering the co-creation of knowledge, self-awareness, and motivation. In contrast, educators may encounter challenges with implementing peer assessment through social media related to technology issues and student behaviours. We outline further insights into our findings and practical recommendations in our discussion.

Enhancing students’ engagement and learning through peer assessment in group projects

Aiming at enhancing students’ active engagement and deep learning in a large-class setting, this study introduced group projects along with peer assessment among tertiary-level students in different cohorts. Following the designated pedagogical approach and assessment criteria illustrated by the course instructor, students’ learning experiences related to project preparation and peer assessment in a compulsory course were observed for three consecutive years. Students expressed a high degree of agreement that the flexibility allowed in selecting group members and project contents promoted their interests in conducting projects on diverse environmental issues beyond the lecture materials and helped them develop teamwork and interpersonal skills. Regarding peer assessment, the observed resemblance among teacher-assessed and peer-assessed grading in most cases indicated that students could successfully develop critical evaluation skills required for the peer assessment. Moreover, students provided positive feedback on the peer assessment method and responded that this exercise triggered reflection on their own work, which could be useful for enhancing their deep learning and understanding of the subject. However, unsurprisingly, some students requested more guidance and directions given by the course instructor regarding project selection and grading criteria ahead of the peer assessment. It is also interesting to note that students’ comments varied regarding the weighted fractions of project marks allocated to the teacher (50%) and peer (50%). Some students underscored that the teacher’s grading should have a higher weighting than those of peer students, which may improve the fairness in marking. These various comments could assist us to better implement peer assessment in other courses. In all, given the students' positive learning attitudes and improved evaluation skills, peer assessment of group projects can be considered as a comprehensive approach for engaging students in deep learning experiences and higher-level understanding of broader knowledge. Keywords: Tertiary Education, summative assessment, teaching Pedagogy, collaborative learning, reflection/evaluation, deep Learning.

An action research for implementing peer assessment strategy using audio recordings to improve the listening comprehension skills of 2nd year of baccalaureate

La presente investigación tuvo como objetivo mejorar las habilidades y competencias auditivas de los estudiantes utilizando la evaluación por pares como estrategia de aprendizaje. Se requería cerrar la gran brecha educativa encontrada en las escuelas luego de la pandemia COVID-19 que hizo que todo se detuviera. Una de las habilidades más complejas de desarrollar es la de escuchar. Por lo tanto, aplicando la investigación y la evaluación por pares entre compañeros, los alumnos podrían verificar su trabajo a través de capacitación específica, obteniendo mejoras positivas en la comprensión de su segundo idioma al grabar un audio como proyecto final. Los estudiantes estuvieron trabajando progresivamente durante cinco semanas para mejorar sus habilidades auditivas. Había cuarenta participantes inmersos en el estudio. El facilitador implementó una prueba previa y una prueba posterior para medir el conocimiento y la fluidez de los estudiantes en las partes inicial y final. Se requirió una lista de verificación y una entrevista de protocolo para trabajar con las perspectivas de los alumnos durante la innovación.

The Use of Digital Peer Assessment in Higher Education—An Umbrella Review of Literature

Increasing student numbers in higher education, particularly in engineering and computer science, make it difficult for motivated lecturers to continue engaging in active teaching methods such as Flipped Classrooms and Work-Based Learning. In these settings, digital Peer Assessment can be one approach to provide effective and scalable feedback. In Peer Assessment, students assess each other’s performance whilst gaining useful reflection and judgment skills at the same time. This umbrella review of 14 review papers on the use of digital (peer) assessment in education provides a comprehensive overview of design choices and their consequences open to educational practitioners wishing to implement digital Peer Assessment in their courses, the type of tooling available and the possible effects of these choices on the learning outcomes as well as potential pitfalls and challenges when implementing Peer Assessment. The paper will inform and assist educators in finding or developing a tool that fits their needs.

Implementing peer assessment to explore medical student’s conceptual learning and contribution to project-based assignment

Background: Peer assessment (PA) has been demonstrated to be an effective educational intervention for medical students. In medical education, PA is primarily utilized in teaching professional skill. Role of PA in conceptual learning and project-based learning is not much explored. Aims and Objectives: This study investigated effect of PA on conceptual deep learning and contribution of students to project-based assignment. Materials and Methods: A total of 100 1st year medical students (2022–2023 batch) of Rampurhat Government Medical College were assigned a project of poster preparation on action potential of nerve. The students were divided into three groups according to their scores in two previous formative assessments, Group 1 or high achievers (score 60% and above), Group 2 or medium achievers (score 50–59%), and Group 3 or low achievers (score below 50%). Each group was further stratified randomly into control group and intervention group. Then, content and process outcome of individual and groups were assessed. Student’s perception on PA was also documented in a questionnaire having five-point scale plus two open-ended questions. Results: The individual knowledge gain or content outcome score of all three interventional groups were increased as compared to the respective control groups and this change was statistically significant among medium achievers (P = 0.00033). The content and process outcome of group performance of high achievers group (both control and interventional) showed significantly low score as compared to all other groups. About 50% of students felt PA helped them to clear difficult concept. About 55% of students agreed that PA helped them to improve team work and communication skill. Conclusion: Medium- and low-achieving students in the PA group performed significantly better on the assignment than their counterparts in the no PA group. High achievers, on the other hand, although outnumbered in individual knowledge gain than the medium and low-scoring groups, failed to show their supremacy in group performance and teamwork.

Peer Assessment - A Way to Enhance Students’ Learning Capacity

The goal of the EMVITET project is to support lecturers in creating a student-centered and competence-based learning environment in the direction of Education 4.0, whereby assessment is considered a way of learning. This article explains the importance of “assessment as learning” and illustrates how to implement this concept through five cases from project partner colleges and universities, where peer assessment was implemented in class sizes with a maximum of 70 students. All case descriptions follow the same structure: First, contextual information and rationale of peer assessment are given. It is followed by a description of how peer assessments were organized. Finally, the observable impact was also mentioned with available data. Through the analysis of typical cases, the authors offered key principles for implementing peer assessment successfully: (1) Clarify the purposes and expectation of peer assessment; (2) Pay enough time and attention to the design of the evaluation criteria; (3) Anonymize peer assessment so that students feel comfortable evaluating each other; (4) Ensure multiple peer assessors to reach a higher reliability and validity - ensure each student is assessed by at least two or three fellow students. More importantly, the article also suggests: the lecturer gives students more responsibility and control, and the degree of the giving responsibility and control shall match the learning goals and level of students’ prior knowledge and their learning ability. With the wonderful impacts of peer assessment, most students expect the method to be applied widely and it is highly recommended to be continued in the near future.

Gambaran Pelaksanaan Peer Assesment terhadap Perilaku Profesional Mahasiswa pada Pembelajaran Skill di Laboratorium

Professional behavior in midwifery students is one of the competencies that must be possessed, because later midwifery students when they enter the field of work will face patients. Assessment of professional behavior can be assessed by Peers/fellow friends not only by lecturers or Clinical Instructor (CI). The purpose of this study was to determine the description of the implementation of Peer Assessment on the professional behavior of midwifery students in learning skills in the laboratory. The results showed that the indicators for assessing professional behavior obtained results including: responsibility indicators 93.69%, discipline indicators 81.71%, teamwork indicators 97.84%, indicators 97.84%, and indicators 97.77%, while the average percentage of all indicators 1-5 is 93.77%, this value is considered high because it exceeds 90% of 100%. The conclusion of this study is that the assessment of student professional behavior can be carried out by friends using the Peer Assessment method, Peer Assessment can also make students to be more responsible and take it as self-reflection material to see the weaknesses and strengths of the students.

Analysis of student perceptions of problem-solving learning and peer assessment

Problem solving is one of the mandatory skills for students in the 21st century, especially in physics subjects. This study aims to determine the students' ability to solve parabolic motion problems, to determine students' perceptions of learning in solving parabolic motion problems, to investigate the results of peer assessments carried out by students, and to determine students' perceptions of the implementation of peer assessment. This research method uses qualitative research procedures with a phenomenological approach. This research was conducted on 25 high school students in Ende district. The results of data analysis showed that the article met four indicators of problem-solving ability according to Polya, namely understanding the problem, planning a solution, solving the problem according to plan, and re-checking the evaluation results. The problem ability of students in this study was obtained with the results of 53.06 being included in the sufficient category. Future studies should give priority to providing instruction and training before giving peer assessment.

THE ROLE AND PLACE OF PEER ASSESSMENT IN TEACHING TECHNICAL SPECIALTY STUDENTS

The paper considers the possibility of implementing peer assessment of students in the educational process as a tool to improve the quality of the educational process. For better understanding the peculiarities of teaching students in technical fields, an overview of the educational process in the specialty 186 Publishing and Printing. The peculiarities of this specialty include the widespread use of information technology, a large number of laboratory works, the complexity of using unified tests to assess student performance due to the complexity of tasks, a wide variety of online courses that can be used in teaching, and students’ ability to work on real projects. Given the specifics of the specialty and the needs of students who are associated with the desire to receive quality feedback to improve the quality of work performed it is proposed to use peer assessment as a tool to control knowledge and enhance students’ cognitive activity. The peer assessment broadens students’ thinking horizons by involving them in active learning by providing tools to track their own progress, and allows students to gain experience in evaluating work done. On the other hand, the introduction of the peer assessment can be complicated by insufficient motivation of students, which poses new challenges to teachers. Also, all forms of the peer assessment should be properly organized to maximize the benefits of its use. In general, provided peer assessment, which is properly implemented, looks like a promising tool for improving the quality of the educational process. As prospects for further research, it is recommended to conduct a study among students on the effectiveness of feedback and peer assessment.

The implementation of peer assessment in product performance assessment in project-based learning on ecosystem materials

The teacher's difficulty in assessing student performance when students work in groups outside class hours causes the need for peer assessment to be carried out. Project-based learning is a suitable space for applying peer assessment because it consists of tasks that students in groups usually do. This study describes the application of peer assessment in product performance assessment in project-based learning on ecosystem materials. This study uses a descriptive method involving 34 high school students in class X. Peer assessment is done by students assessing the products made by their group of friends. The application of peer assessment in this study was carried out three times, namely at the stage of product design, product assessment, and product presentation. An analysis of the performance assessment results through peer assessment is conducted, and the similarity of the results of the peer assessment to the teacher's assessment at each stage. The study results showed that there was a tendency for an increasing student's ability to judge. This result is evidenced by the increasing similarity of teacher assessments and peer assessments at each stage. The similarity between peer assessment and teacher assessment at the product design stage is 58.8%; product assessment stage by 64.7%; and the product presentation stage of 70.6%. The student response questionnaire identified that the application of peer assessment provided many benefits to students. Based on the results of this study, peer assessment can be an alternative in overcoming teachers' difficulties in assessing student performance when project work is carried out outside class hours through project-based learning.

Online Peer Assessment in Nurturing Students Writing Skill

This study aims to investigate the process of online peer assessment implementation in a writing activity and to find out the students’ responses toward the implementation of online peer assessment in learning writing skills. This research uses a qualitative approach and case study as the research design. The data were collected with the triangulation data by observation, interview, and documentation. Observation checklist, in-depth interview, and documentation used as data retrieval instruments. The subject of this study is an English teacher and students of class XI TKJ 1 at SMKN 1 Rawamerta. The result of this study shows that the implementation of peer assessment in writing skills is very effective to help the students in learning writing and evaluating learning process. Before the implementation of peer assessment, the students were not able to recognize their mistakes in detail, they could only find out about the numerical score, and did not know about how to assess. Based on the result obtained, it is concluded that teaching writing to the students’ responses toward the use of peer assessment was positive. It can be seen from the attitude and enthusiasm. Students agreed that peer assessment is a very effective technique used in writing activities. It can be concluded that online peer assessment can be applied both in writing and speaking as well as an important part of the move towards more forms of participatory learning. There is a need to apply it in the schools and universities since it is more adaptable to modern developments in the assessment of learning outcomes.

Peer Assessment in EFL Writing Classes: Investigating Kurdish Students’ Attitudes

Peer assessment refers to students assessing their peers' work and providing grades and/or feedback. This study investigates Kurdish EFL students' attitudes toward peer assessment. To this end, the peer assessment technique will be utilised in teaching academic writing to second-year students in the English Department, College of Basic Education. Participants will be trained on how to assess their peers' writing by using Jacobs et al 's (1981) writing scale as a descriptor grading model. This scale provides five subscales for evaluating a written paragraph, namely: content, organization, vocabulary, language use, and mechanics. After implementing this model for 16 weeks, the students have shown positive attitudes toward implementing peer assessment in their writing classes as a practical assessment technique.

Implementing Peer Assessment for Optimal Effects : Learners’ Voice

The present study attempted to figure out the optimal conditions for peer assessment to be successful from learners’ perspectives. Participants were twenty Korean college students majoring in TEFL, who practiced peer assessment in a content course, completed a pre-, and a post-survey about their perception of peer assessment, and responded to an interview after the semester. Several meaningful themes emerged from their voice in relation to the fundamental elements to be considered in designing and implementing peer assessment. First, working in group to perform the task to be peer-assessed proved to be highly effective in that it could offer much more opportunities to learn from each other first within the group members and then across different groups. Second, face-to-face peer assessment in class was generally preferred over on-line out-of-class, with the immediacy of feedback and other benefits interwoven with it. Third, the more experience of peer assessment in a curriculum and more frequent peer assessing activities in a course was often associated with the learners’ perceived learning achievement. Fourth, the teacher’s intervention could be a necessary condition to make the benefits of peer assessment greater. Implications for teachers and researchers are stated with limitations of the study.

PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION?

Peer assessment is increasingly used in schools and higher education, especially in health education. However, there remains insufficient evidence that peer assessment conditions are beneficial for teacher education. In this article, empirical research literature on peer assessment of pre-service teaching performance are reviewed. The articles were from the ERIC and Scopus databases, from 2002 to 2020. Only fifteen studies met the selection criteria described herein. The studies differed in the type of assessment used but converged toward the conclusion that incorporating peer assessment into different stages of teacher education was appropriate and worthwhile. We discuss the theoretical perspectives on why peer assessment might work in teacher education, pointing out practical implications for decision-makers in this field. Finally, recommendations and constraints for researching and implementing peer assessment are discussed from the perspective of innovation within pre-service teacher education.

STUDENTS’ VIEWS ON THE USE OF PEER-ASSESSMENT THROUGH FACEBOOK TO IMPROVE WRITING SKILL

The implementation of peer assessment in teaching and learning is very beneficial for students. Many experts argue that peer assessment can motivate and improve students' skills especially in writing. This research was conducted to find out how the implementation of peer assessment is able to motivate students to write better and help students improve their writing skills. By using a qualitative research method with the subjects of first semester students of a private university in Yogyakarta Indonesia, the data were collected through interviews which were then analyzed following the theories on peer assessment. As a result, it was revealed that almost all participants gave positive response toward peer assessment. After the implementation, students were aware that this method could assist them in assessing their writing abilities, increasing their motivation to write, and triggering their critical thinking. These results indicate that the implementation of peer assessment is beneficial for teaching and learning process of writing skill.

Reviewing and analyzing peer review Inter-Rater Reliability in a MOOC platform

Peer assessment activities might be one of the few personalized assessment alternatives to the implementation of auto-graded activities at scale in Massive Open Online Course (MOOC) environments. However, teacher's motivation to implement peer assessment activities in their courses might go beyond the most straightforward goal (i.e., assessment), as peer assessment activities also have other side benefits, such as showing evidence and enhancing the critical thinking, comprehension or writing capabilities of students. However, one of the main drawbacks of implementing peer review activities, especially when the scoring is meant to be used as part of the summative assessment, is that it adds a high degree of uncertainty to the grades. Motivated by this issue, this paper analyses the reliability of all the peer assessment activities performed as part of the MOOC platform of the Spanish University for Distance Education (UNED) UNED-COMA. The following study has analyzed 63 peer assessment activities from the different courses in the platform, and includes a total of 27,745 validated tasks and 93,334 peer reviews. Based on the Krippendorff's alpha statistic, which measures the agreement reached between the reviewers, the results obtained clearly point out the low reliability, and therefore, the low validity of this dataset of peer reviews. We did not find that factors such as the topic of the course, number of raters or number of criteria to be evaluated had a significant effect on reliability. We compare our results with other studies, discuss about the potential implications of this low reliability for summative assessment, and provide some recommendations to maximize the benefit of implementing peer activities in online courses.

Implementing Peer Assessment to Improve the Writing Ability of the Second Year Students of Smp Negeri 44 Muaro Jambi

This research report is written to promote the use of peer assessment in EFL classrooms at SMP level. On the basis of a preliminary study done at SMPN 44 Muaro Jambi and the growing interest of the use of alternative assessment strategies led to the idea to conduct a study to implement an applicable and appropriate strategy of peer assessment to improve the writing ability of the second year students of SMPN 44 Muaro Jambi. The researcher designed a classroom action research (CAR) study. It began with a try out. A plan was then made in order the procedures implemented could facilitate the second year students of SMPN 44 Muaro Jambi to handle peer assessment properly and improve their ability in writing a descriptive paragraph as well. It was continued by implementing the plan, observing and evaluating or reflecting. The findings showed that the appropriate strategy of peer assessment in writing instructions to improve the students’ ability in writing a descriptive paragraph requires teachers to follow procedures; telling the purpose of conducting peer assessment, encouraging collaborative work, encouraging impartial assessment, giving clear and detailed guidelines, building students’ self confidence to write and assess, encouraging students’ self confidence to write and assess, and ensuring follow up tasks.

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

Peer 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.