Peer Assessment Research Articles

Assessing the Influence of Peer Collaboration, Classroom Management, and Assessment Practices on Student Motivation in Secondary Education

Assessing the Influence of Peer Collaboration, Classroom Management, and Assessment Practices on Student Motivation in Secondary Education

EvaluMate: Using AI to support students’ feedback provision in peer assessment for writing

Peer feedback plays an important role in promoting learning in the writing classroom. However, providing high-quality feedback can be demanding for student reviewers. To address this challenge, this article proposes an AI-enhanced approach to peer feedback provision. I introduce EvaluMate, a newly developed online peer review system that leverages ChatGPT, a large language model (LLM), to scaffold student reviewers’ feedback generation. I discuss the design and functionality of EvaluMate, highlighting its affordances in supporting student reviewers’ provision of comments on peers’ essays. I also address the system’s limitations and propose potential solutions. Furthermore, I recommend future research on students’ engagement with this learning approach and its impact on learning outcomes. By presenting EvaluMate, I aim to inspire researchers and practitioners to explore the potential of AI technology in the teaching, learning, and assessment of writing.

An Empirical Study on the Effects of Peer Assessment and Automatic Writing Evaluation on College Students' English Writing Ability

An Empirical Study on the Effects of Peer Assessment and Automatic Writing Evaluation on College Students' English Writing Ability

The practicalities of a partial lottery to allocate research funding

Abstract This article explores the practical dimension of organizing a partial lottery as an alternative funding allocation mechanism in academic institutions. Following an assessment of the recent literature that presents criticism of traditional ranking-based system derived from academic peer assessment and the need for improved decision-making procedures in research funding, we highlight four key arguments for organizing a partial lottery: improved decision quality (more fair, transparent, and divers), an alternative to ranking-based selection, prevention of questionable research practices, and increased efficiency. Based on our observations from a lottery-based ‘seed money call’ at Tilburg University, we provide insights into the organization and implementation of a lottery procedure, including the criteria for proposal eligibility, the administrative process, and the weighting mechanism based on budget categories. We furthermore share six lessons we learned that might be useful for future implementation in other institutional contexts, emphasizing the need for transparency, external supervision, and pre-registration of the lottery procedure to ensure trust and minimize gaming. As such, we not only contribute to the ongoing conceptual discussion about improving funding allocation mechanisms in academia. Our article also offers an account of how partial lotteries could be put into practice.

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.

Cultivating Multifaceted Writing Abilities in English Major Students: Integrated Practice of Multimedia Scaffolding Instruction and Peer Assessment Mechanism

With the current context of English major education, enhancing the writing abilities of English major students has become a crucial teaching focus. This paper explores a multifaceted approach to cultivating writing abilities, integrating multimedia scaffolding instruction and peer assessment mechanisms. Through multimedia scaffolding instruction, students are able to learn and apply writing strategies in specific contexts, effectively enhancing their writing skills. Simultaneously, the introduction of peer assessment mechanisms aims to foster students critical thinking and self-reflection abilities. Through peer assessment, students can examine their own work from different perspectives, thereby promoting deep learning and understanding. The research findings demonstrate that this integrated practice significantly improves students writing proficiency, enhances their autonomous learning abilities, and fosters a spirit of collaboration. Therefore, this teaching model holds important practical significance and potential for promotion in the cultivation of writing abilities among English major students.

Information Communication Technology (ICT) Integration in Teaching and Learning in Selected Rural Secondary School in Burera District, Rwanda

Studies conducted on the use of information and communication technology (ICT) in education posit its importance in all life domains, without exception to education. ICT has been a vehicle for aspiration, innovation, and quality academic achievement. This paper aimed to investigate the use of information and communication technology in the teaching and learning process at Ecole Secondaire Kagogo in Burera District, Rwanda. The study had two objectives: (1) to assess the benefits of using ICT in rural secondary schools, and (2) to examine the challenges preventing effective ICT integration in secondary schools. The study is descriptive, adopting a mixed-methods approach. Guided by the Diffusion of Innovations Theory (DOI), the study involved a population of 114 participants with a purposive sample size of 52 respondents. Data were collected through a questionnaire and interviews with teachers and school leaders. Findings revealed that ICT enables teachers to share assessments with students and deliver the lessons; helps learners engage in peer assessments and independent learning; and that school leaders use ICT to share resources. Reports identified inadequate infrastructure and a lack of professional development as barriers to the effective integration of ICT into schools. It was recommended that the required facilities, resources, and ICT gadgets be supplied for rural secondary schools so they would not still lag behind in the use of ICT in teaching and learning.

Leaders of Peer Groups in Chinese Early Adolescents: The Roles of Social, Academic, and Psychological Characteristics in Group Leadership

Leadership in peer groups is an important issue in adolescent socioemotional development, yet it has received limited attention in research. This one-year longitudinal study examined peer group leadership and the roles of social, academic, and psychological characteristics in the dynamics of group leadership. Participants included 1061 Chinese students (initial mean age =11.17 years; SD = 6.98 months; 49.4% female). Data were collected from peer assessments, teacher ratings, and self-reports. The longitudinal social network analysis (SIENA) indicated that peer group leadership was fluid with leadership status evolving over time across groups in a hierarchical manner. Adolescents displaying higher social competence and aggression and lower shyness were more likely to become group leaders. Academic performance and loneliness were not significantly associated with the dynamics of peer group leadership. The results help understand peer group leadership and contributions of social behaviors to the attainment of leadership status in peer groups in early adolescence.

Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument

Groupwork is a crucial aspect of work contexts and a key twenty first century skill. Assessment of groupwork provides a persistent challenge for educators in university contexts with students reporting experiences of unfairness from their peers during groupwork. This study developed a novel Peer Assessment Fairness Instrument to explore factors driving students’ perceptions of fairness during groupwork processes. The results showed that students perceived fairness of groupwork in relation to (1) the grading outcomes they received (i.e. grade congruence), (2) the procedures based on which groups contributed to groupwork (i.e. performative group dynamics), and (3) the relationships based on which group members interacted (i.e. interpersonal treatment). The findings provide student-driven directions to promoting fairer peer assessments within groupwork contexts.

Peer Assessment of Student Presentations: Key Takeaways and Lessons Learned

Peer Assessment of Student Presentations: Key Takeaways and Lessons Learned

Promoting students' creative self-efficacy, critical thinking and learning performance: An online interactive peer assessment approach guided by constructivist theory in maker activities

Peer assessment is acknowledged as a potent strategy that motivates students to engage in reflection and comparison through the evaluation of their peers' work. However, the effectiveness of peer assessment is not always satisfactory due to a number of factors, such as lack of in-depth understanding of peers' work and insufficient motivation for the behavior of evaluation. Based on constructivist theory, this study proposed an Understanding-Evaluation-Backward Evaluation-Reflection based peer assessment (UEBR-PA) approach, which directs students to comprehensively grasp their peers' projects, undertake efficient evaluations, provide retrospective reviews on others' feedback, and ultimately, integrate this collective feedback to refine and enhance their own projects. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an Open-Source Hardware Project Design course with 54 university students from two classes. One class was assigned as the experimental group to conduct the peer assessment using the proposed approach, while the other class was assigned as the control group to conduct the peer assessment using the conventional presentation-evaluation-communication based approach. The results of the study indicated that the UEBR-PA approach significantly increased students' creative self-efficacy, critical thinking tendency, and learning performance. Furthermore, students engaging with the UEBR-PA approach showcased more positive interactive assessment behaviors.

Formative assessment in K-12 English as a foreign language education: A systematic review

The surge of globalisation and the recognition of English as a lingua franca have propelled the worldwide advancement of English as a foreign language (EFL) education. Formative assessment can support the English language teaching and learning in classroom settings. This systematic review critically analyses recent research on formative assessment within K-12 EFL education, underscoring its substantial role in enhancing teaching efficacy and student outcomes. Specifically, it addresses three key aspects: the beliefs, perceptions and literacy of teachers and students regarding formative assessment, the effectiveness of different assessment practices on learners’ performance and the contextual challenges in implementing these strategies. A comprehensive analysis of qualitative and quantitative studies reveals that the attitudes of teachers and students considerably influence the effectiveness of formative assessment. Innovative methods, such as technology-assisted and peer assessments, show promise in enhancing learner outcomes. However, the education system and cultural contexts present persistent challenges in implementing formative assessment in EFL classes. The findings highlight the importance of ensuring professional training for educators and raising student awareness regarding the benefits of formative assessment. This study emphasises the need for aligning adaptable assessment practices with diverse educational environments and calls for a closer integration of theoretical and practical approaches in EFL education. Moreover, this review provides valuable insights into formative assessment strategies in EFL learning, offering guidance for educators, policymakers and stakeholders in language education.

Effectiveness of Learning Management System and Peer Assessment Method in Parasitology Learning at Padjadjaran University, Faculty of Medicine

Effectiveness of Learning Management System and Peer Assessment Method in Parasitology Learning at Padjadjaran University, Faculty of Medicine

The informant matters: Differences in bullying victim categorization rates assessed with self- and peer-reports in children with developmental language disorder and reading difficulties

BackgroundChildren with Developmental Language Disorder (DLD) and Reading Difficulties (RD) can show more peer relation problems depending on the informant. Aims(1) To explore bullying victims' categorization, evaluated by self- and peer-reports, in children with DLD and RD; and (2) to assess agreement rates between informants. Method and proceduresVictimization was assessed using a self-report (EBIP-Q) and a peer-report sociogram (CESC) in a sample of 83 participants (9–12 years; 10.5 ± 1.1 years), comprising of DLD (n = 19), RD (n = 32), and Control (n = 32) groups. Outcomes and ResultsWe found a higher frequency of the rejected sociometric profile in the DLD and RD groups, a higher peer-reported victimization in the DLD group, and more severe self-reported victimization in the DLD and RD groups. Odds of being classified as victimized were higher for self-report except in the DLD group. Informants’ agreement was high using the most restrictive EBIP-Q criterion (7 points) for both the Control and the RD groups, being non-significant for the DLD group regardless of the criteria used. Conclusions and ImplicationsWe found a higher victimization risk in children with language difficulties, although self-assessment seems to under-detect children with DLD according to the agreement rates, pointing out the need to combine assessments and informants. What does this paper add?Several studies have shown that children with DLD or RD obtain higher scores of victimization and score lower on several scales of social skills with continuous data. Although continuous analyses are usual in research, professional decisions are usually based on cut-off criteria more than how high or low a score is in contrast to another group. This is one of the first works that analyses victimization following the cut-off criteria of self and peer assessments that professionals used in the school settings in children with DLD and RD. Our results will raise awareness among school professionals based on the evidence about the high risk of victimization, especially in children with DLD, and the implications of selecting between several measures of victimization, in this group of children. We think that our results would help to better detect and prevent bullying in schools for children with DLD.

Quality of orthodontic care-Amulticenter cohort study in aGerman convenience sample : Part2: Cross-sectional patient-reported outcomes after orthodontic treatment.

In light of the growing interest in orthodontic care and its effectiveness in Germany, part2 of this multicenter cohort study evaluated patient-reported outcomes such as oral health-related quality of life (OHRQoL), oral hygiene habits, oral health beliefs, and potential influencing factors. Of 586 patients screened from seven German study centers, data from 343 patients were analyzed for this part of the study. At the end of their orthodontic treatment, study participants filled out aquestionnaire of either the German long version of the Oral Health Impact Profile (OHIP-G49) or the German short version of the Child Oral Health Impact Profile (COHIP-19), depending on their age, as well as questions about their oral hygiene behavior and beliefs. Patient-, treatment- and occlusion-related factors were analyzed to account for potential influencing factors with regard to patients' OHRQoL after orthodontic treatment. In all, 222 study participants filled out the OHIP-based and 121 the COHIP-based questionnaire. The mean OHIP-G49 score was 12.68 and the mean OHIP-G14 score was 3.09; the mean COHIP-19 score was 6.52 (inverted score 69.48). For OHIP-G49 scores, anonsignificant trend towards ahigher score for male patients (14.45 vs 11.54; p = 0.061) was detected, while this trend was inverse for the COHIP-19 scores, i.e., female patients reported more impairment (total score 6.99 vs. 5.84; p = 0.099). Analyses suggested atrend towards better OHRQoL for patients who classified for the Peer Assessment Rating (PAR) Index improvement rate group 'greatly improved' as well as for nonsmokers. Oral hygiene habits and beliefs after orthodontic treatment were estimated to be good. In this German cohort, OHRQoL proved to be good and was rather unimpaired after orthodontic treatment. Furthermore, self-reported oral hygiene behavior and oral health beliefs represented good health awareness.

Feasibility of a quality-improvement program based on routinely collected health outcomes in Dutch primary care physical therapist practice: a mixed-methods study

BackgroundThis study evaluates the feasibility of a nine-month advanced quality-improvement program aimed at enhancing the quality of care provided by primary care physical therapists in the Netherlands. The evaluation is based on routinely collected health outcomes of patients with nonspecific low back pain, assessing three feasibility domains: (1) appropriateness, feasibility, and acceptability for quality-improvement purposes; (2) impact on clinical performance; and (3) impact on learning and behavioral change.MethodsA mixed-methods quality-improvement study using a concurrent triangulation design was conducted in primary care physical therapist practice. Feedback reports on the processes and outcomes of care, peer assessment, and self-assessment were used in a Plan-Do-Study-Act cycle based on self-selected goals. The program’s appropriateness, feasibility, and acceptability, as well as the impact on clinical performance, were evaluated using the Intervention Appropriate Measure, Feasibility Intervention Measure, Acceptability Intervention Measure (for these three measure, possible scores range from 4 to 20), and with a self-assessment of clinical performance (scored 0–10), respectively. The impact on learning and behavioral change was evaluated qualitatively with a directed content analysis.ResultsTen physical therapists from two practices participated in this study. They rated the program with a mean of 16.5 (SD 1.9) for appropriateness, 17.1 (SD 2.2) for feasibility, and 16.4 (SD 1.5) for acceptability. Participants gave their development in clinical performance a mean score of 6.7 (SD 1.8). Participants became aware of the potential value of using outcome data and gained insight into their own routines and motivations. They changed their data collection routines, implemented data in their routine practice, and explored the impact on their clinical behavior.ConclusionsThis explorative study demonstrated that a quality-improvement program, using health outcomes from a national registry, is judged to be feasible.Impact statementThis study provides preliminary evidence on how physical therapists may use health outcomes to improve their quality, which can be further used in initiatives to improve outcome-based care in primary physical therapy.

Reflective thinking and self-assessment: A model for the architectural design studio

Developing, experimenting, and sharing critical pedagogical approaches is becoming increasingly important in architectural education, which supposedly superposes theory and practice. In this article, the authors reveal and reflect on an enriching pedagogical approach to the traditional architectural design studio. It is acknowledged that students develop comprehensive examination and internalization abilities by developing reflective thinking and self-evaluation abilities that complement each other. Based on the pioneer educational theory of John Dewey, the researchers' selected instructional interventions. Using the action research method, four additional modes conceptualized towards disciplinary literacy -reading, mapping, discussion, and peer assessment- were injected into the traditional studio process during a semester of architectural design course. The pedagogical approach is built on questioning the two basic creativity-based abilities of learners: reflective thinking and self-assessment. The fundamental questions are: How can a reading-discussion setup designed to nurture disciplinary literacy in the design studio be a factor in developing reflective thinking ability? How can the systematic peer assessment exercise be a factor in the students' self-assessment and reflective thinking skills as a learning outcome? The results argue for the effects on students' intangible skills. The model studio setup exhibited two remarkable findings, showing that (i) the reading-discussion mode is more effective in generating reflective thinking and (ii) the systematic peer review exercise is more effective in gaining self-assessment ability. The aim is to contribute to the theory of education by making the model application in the field of architectural design studio accessible and reflective for other educators.

Accuracy of Self-Assessment and Peer Assessment in Learning : A Systematic Literature Review

This study aims to explore the influence of self-assessment and peer assessment in learning, the factors affecting the accuracy of self-assessment and peer assessment, and efforts to enhance the accuracy of self-assessment and peer assessment. This research was a qualitative approach with a systematic literature review method. The data collected are from national and international scholarly journals related to self-assessment and peer assessment in learning, which were then analyzed using content analysis. According to the study's findings, using peer and self-evaluation to evaluate students' learning had a very beneficial effect. Thus, it should be put into practice. Additionally, a number of factors, such as self-confidence, emotional intelligence, self-perception of abilities, prior experience, feedback quality, assessment instrument clarity, assessor agreement, and trust in peer assessment, affect how accurately learners assess themselves and each other. Clear assessment criteria and procedures, which provide students direction for both their own and their peers' evaluations, can increase the accuracy of peer and self assessments. Good feedback is essential to improving both assessment techniques' accuracy. In addition, sufficient instruction for pupils is required to guarantee that evaluations are more precise, impartial, and beneficial.

Authentic Assessment Techniques in IPAS Learning in Elementary School : A Case Study

This research aims to describe the authentic assessment techniques coveyring cognitive, affective, and psychomotor aspects in IPAS learning in elementary schools. This research used a qualitative approach with a descriptive method. The design used in this research is a case study, in which researchers reveal and analyze holistically to get specific results. The subjects contained in this study are educators as homeroom teachers who are also IPAS teachers, students, and school principals. The data collection carried out in this study is using primary sources which include observation and interviews. Secondary sources included journals, books, and scientific articles. Data analysis conducted in this research is descriptive analytic. The results obtained in this study are based on the cognitive aspects of educators using written test assessment techniques, oral tests, and assignments. Affective aspects educators use observation, self-assessment, peer assessment, and journal assessment techniques. As well as psychomotor aspects, educators use project and portfolio assessment techniques. The achievement of learner competence can be seen based on the three aspects and the level of learning success is an integral part of the educational process.

Improving Grading Fairness and Transparency with Decentralized Collaborative Peer Assessment

Computer-assisted collaborative peer grading is a developing growth area in academic evaluation. However, peer assessment often needs help with problems such as the lack of reliability, transparency, fairness, grading speed, and motivation to participate among students. The literature suggests several principles that each partly address the said issues. We propose a novel decentralized approach to academic peer assessment, using blockchain as an underlying technology, to address the principal problems in traditional peer assessment. We also derive design concepts for a modern courseware (CW) application consisting of our method and apply them to implement our approach in a CW called Blockment. We test the effectiveness of our method and system by running quantitative and qualitative experiments, proving our claims of improving reliability, transparency, fairness, grading speed, and motivation of grades in peer assessment. The results suggest embedding our method and system in academic courses to improve conventional peer grading methods.