Peer Evaluation Research Articles

Peer Evaluations: Evaluating and Being Evaluated

Peer evaluations place organizational members in a dual role: they evaluate their peers and are being evaluated by their peers. We theorize that when evaluating their peers, they anticipate how their evaluations will be perceived and adjust their evaluations strategically to be evaluated more positively themselves when their peers assess them. Building on this overarching claim of role duality resulting in strategic peer evaluations, we focus on a dilemma that evaluating members face: they want to leverage their evaluations of peers to portray themselves as engaged and having high standards, but at the same time, they must be careful not to offend anyone as doing so may cause retaliation. We suggest that organizational members about to be evaluated resolve this dilemma by participating in more peer evaluations but carefully targeting which evaluations they participate in. We test our theory by analyzing peer evaluations on Wikipedia, supplemented by in-depth semistructured interviews. Our study informs research on peer evaluation and organizational design by revealing how being an evaluator and evaluated can make evaluations more strategic. Supplemental Material: The e-companion is available at https://doi.org/10.1287/orsc.2021.15302 .

Peer evaluations in an anonymous and open system: Intern reactions and evaluation analysis

Purpose Feedback and evaluation from peers is fundamental to trainees’ professional development but may be uncomfortable to provide non-anonymously. We aimed to understand resident perception of anonymous and open written evaluation systems and to analyze evaluations in each of these systems. Materials and Method We compared two years of intern peer evaluations at a large United States-based pediatric residency program – the 2018-2019 and 2019-2020 years during which intern peer evaluations were anonymous and open, respectively. We electronically surveyed interns about their perceptions of peer evaluations and analyzed four aspects of the evaluations themselves: (1) orientation, (2) caliber, (3) Likert-scale, and (4) word count. Results 40 (78%) and 38 (75%) interns participated in the survey in the anonymous and open years, respectively. Respondents reported being more likely to avoid writing constructive comments in the open year. There were more high caliber comments in the open year. Likert-scale ratings of peers were lower in the open year. Word count was longer in the open year. Conclusions While interns expressed more discomfort evaluating peers in an open evaluation system, they wrote longer and more high caliber comments in an open system than in an anonymous system. Residency programs should consider professional development in writing peer evaluation.

Implementation of Team-Based Learning for a Clinical Module of the Ethiopian Undergraduate Anesthesia Curriculum and Students' Perspectives: A Pilot Cross-Sectional Study.

Team-based learning (TBL) is an active learning strategy that gives students the opportunity to apply conceptual information through a series of tasks that incorporate individual effort, team collaboration, and immediate feedback. This study aimed to report baseline TBL implementation in a clinical module of a fourth-year competency-based undergraduate anesthesia curriculum and explore the perspectives of students. In April 2023, 18 students participated in two TBL sessions over two weeks, and readiness assurance test results and post-TBL evaluations were analyzed. Week one TBL implementation scores were compared with week two, establishing a longitudinal analysis over two points in time. Students also participated in an online survey to assess their views on the advantages and design of TBL, their perceptions of its best and worst features, and their suggestions for its implementation. Of 18 students, 16 (89%) responded to the survey. Most students believed that TBL was an effective educational strategy but expressed concern about the amount of time required for TBL preparation and the need for student readiness. The individual readiness assurance test scores did not differ significantly between weeks 1 and 2 (mean difference [MD] = 0.39, P= 0.519, 95% CI: -0.824 to 1.60). However, the students' median [IQR] team readiness assurance test scores increased significantly from week one to week two, from 8 [2] to 10 [1] (p = 0.004). Peer evaluation scores also showed a significant increase in week 2 (MD = 2.4, P = 0.001, 95% CI: -3.760 to -0.996). TBL was successfully implemented for a clinical module at Dilla University-Ethiopia for the first time. Students perceived it positively, but some criticized its preparation time, workload, and minimal facilitator engagement. We suggest convenient and flexible scheduling personalized for each student's needs when TBL is applied for clinical modules.

Gender inequality in cum laude distinctions for PhD students

Resource allocation in academia is highly skewed, and peer evaluation is the main method used to distribute scarce resources. A large literature documents gender inequality in evaluation, and the explanation for this inequality is homophily: male evaluators give more favorable ratings to male candidates. We investigate this by focusing on cum laude distinctions for PhD students in the Netherlands, a distinction that is only awarded to 5 percent of all dissertations and has as its sole goal to distinguish the top from the rest. Using data from over 5000 PhD recipients of a large Dutch university for the period 2011–2021, we find that female PhD students were almost two times less likely to get a cum laude distinction than their male counterparts, even when they had the same doctoral advisor. This gender gap is largest when dissertations are evaluated by all-male committees and decreases as evaluation committees include more female members.

An Advanced Software Platform and Algorithmic Framework for Mobile DBH Data Acquisition

Rapid and precise tree Diameter at Breast Height (DBH) measurement is pivotal in forest inventories. While the recent advancements in LiDAR and Structure from Motion (SFM) technologies have paved the way for automated DBH measurements, the significant equipment costs and the complexity of operational procedures continue to constrain the ubiquitous adoption of these technologies for real-time DBH assessments. In this research, we introduce KAN-Forest, a real-time DBH measurement and key point localization algorithm utilizing RGB-D (Red, Green, Blue-Depth) imaging technology. Firstly, we improved the YOLOv5-seg segmentation module with a Channel and Spatial Attention (CBAM) module, augmenting its efficiency in extracting the tree’s edge features in intricate forest scenarios. Subsequently, we devised an image processing algorithm for real-time key point localization and DBH measurement, leveraging historical data to fine-tune current frame assessments. This system facilitates real-time image data upload via wireless LAN for immediate host computer processing. We validated our approach on seven sample plots, achieving bbAP50 and segAP50 scores of: 90.0%(+3.0%), 90.9%(+0.9%), respectively with the improved YOLOv5-seg model. The method exhibited a DBH estimation RMSE of 17.61∼54.96 mm (R2=0.937), and secured 78% valid DBH samples at a 59 FPS. Our system stands as a cost-effective, portable, and user-friendly alternative to conventional forest survey techniques, maintaining accuracy in real-time measurements compared to SFM- and LiDAR-based algorithms. The integration of WLAN and its inherent scalability facilitates deployment on Unmanned Ground Vehicles (UGVs) to improve the efficiency of forest inventory. We have shared the algorithms and datasets on Github for peer evaluations.

Technology-enhanced self and peer assessment to support student agency during group projects

Teamwork and collaborative problem solving competencies are important 21st century skills and considered key graduate attributes for employability and lifelong learning (e.g., Csapó & Funke, 2017). For students to develop collaborative skills and competencies, group work and peer learning are widely-used approaches in higher education. Effective teamwork skills are often implicitly taught and notoriously disliked by students for many reasons including freeriding (social loafing), member dominance or disengagement. Well-functioning teams are underpinned by social-affective dimensions of group work such as respect for reviewers (Carless & Boud, 2018) and social cohesion (Bakhtiar et al., 2018). To positively influence group cohesion and develop team skills, formative peer evaluation of team members’ contributions have been shown to effectively support student agency in this process (Stenalt 2021, Sridharan et al., 2018). This case study explores the affordances of the digital peer review tools Feedback Fruits and Peer Assess Pro to facilitate feedback processes for the successful completion of high-stakes capstone group projects. Bachelor of Science students engage with anonymous team member evaluations of task completion as well as self-evaluation of team skills. To aid a major curriculum transformation at our university towards relational pedagogies, we embarked on an iterative and deliberate approach to scaling peer feedback. The approach aligns with educational design research integrating research and design processes for theoretical and practical outcomes (McKenney & Reeves, 2012, p. 76). Specifically, we aimed to understand 1) the student perception of technology facilitated peer feedback as learning for improved outcomes and raised self-awareness of teamwork skills, and 2) provide a non-threatening environment that enabled personal and collective agency for students as providers and receivers of feedback underpinned by Bandura’s (2001) social cognitive theory and human agency. Applying Bandura’s notion to group work, student agency can be enacted through a learner’s capacity to self-reflect on own capabilities (personal agency) as well as socially coordinated and interdependent efforts towards desired outcomes (collective agency). Questionnaire data on self-regulation (N=42) confirmed the usefulness of peer evaluation of team members’ contributions. However, only half of the students thought that peer feedback positively impacted group coherence and effectiveness such as time management, quality of submissions, or their own performance. Feedback and self-reflections on students’ own strengths and weaknesses were found to be empowering and generally supported team effectiveness. This was also evident from students’ comments (N=110) within the Feedback Fruits tool where students rated their self- and peer efficacy on six criteria: initiative, engagement, contribution, ideas and communication, focus, and harmony. We identified issues with timeliness and active engagement of the feedback received requiring further iterations of purposefully designed rubrics for intended learning outcomes. The impact of peer feedback on perceived self- and collective efficacy is highly complex and influenced by personal as well as sociocultural values (Bandura, 2001, p. 14). Our emphasis on feedback as a learning-centred process under controlled conditions (technology enhanced with clear rubrics) has shown that students can make the information work for themselves and their teams to improve high-stakes group project outcomes. Importantly, in agreement with Molloy et al. (2019), the development of feedback literacy helps to build academic skills, supports self-regulation and acknowledges feedback as a reciprocal process for future employability.

Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in football: the MASTER Coaching randomised control trial

ABSTRACT Background There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game-based pedagogy continues to rise it is acknowledged that the complex art form of coaching is a uniquely personal one, where the coach may draw on previous first-hand experiences and traditional coaching practices regarding training methods rather than the use of current evidence-based best practice techniques. Purpose The aim of this randomised control trial was to evaluate the impact of a coach development intervention (MASTER) on game-based coaching practices of football coaches. Methods Four clubs were recruited, and 20 coaches were randomised to two groups, MASTER intervention (n = 10) and 10 usual practice (waitlist, n = 10); NSW Australia) which included 200 junior footballers (aged 8–16years). Intervention coaches participated in an 8-week multi-component intervention (which included a coach education workshop focused on positive game-based pedagogy, mentoring, peer evaluations and an online discussion forum) underpinned by positive coaching and game-based coaching practices. Pre- and post-intervention assessments occurred at baseline and 10 weeks. The primary aim was to investigate if the MASTER intervention could increase playing form (PF) and active learning time within training sessions. Three coaching sessions per coach were filmed at baseline and follow-up and assessed using the MASTER assessment tool. Secondary aims investigation included coach confidence and competence to coach (assessed by questionnaire), player game play and decision making (videoed during structured game play using a Game Performance Assessment Instrument), a range of player well-being measures including enjoyment, self-perception, and various motivations (questionnaire) and the parent’s perception of their child’s enjoyment was assessed by the completion of a questionnaire. Intervention effects were analysed using linear mixed models. Findings Significant effects were found for the primary outcome which was the percentage of training time devoted to playing-form activities (22.63%; 95% CI 9.07–36.19; P = 0.002, d = 1.78). No significant effect was observed for ALT. Significant interventions effects were also observed for the secondary outcomes of coach perceptions of confidence and confidence; player game skills including defence, support and decision making, wellbeing, physical self-perceptions, enjoyment, learning and performance orientations and motivation; and parent’s perception of child’s enjoyment (P < 0.05). Conclusions The MASTER programme was effective in improving game-based coaching practices of football coaches during training sessions, and in facilitating improvements in multiple coach and player outcomes.

Perspective: Peer Evaluation of Recommendations for CONSORT Guidelines for Randomized Controlled Trials in Nutrition

Creating effective dietary guidance requires a rigorous evidence base that is predominantly developed from robust clinical trials or large-scale cohort studies, with the quality of the data available depending on the completeness and accuracy of their reporting. An international group of academics from 14 institutions in 12 different countries and on 5 continents, working on behalf of the Federation of European Nutrition Societies within its “Improving Standards in the Science of Nutrition” initiative, reviewed the Consolidated Standards of Reporting Trials (CONSORT) statement checklist as it pertains to nutrition trials. This perspective piece documents the procedure followed to gain input and consensus on the checklist previously published by this group, including its presentation and interrogation at the International Union of Nutritional Sciences International Congress of Nutrition 2022 (IUNS-ICN 22), inputs from a survey of journal editors, and its piloting on 8 nutrition trials of diverse designs. Overall, the initiative has been met with considerable enthusiasm. At IUNS-ICN 22, refinements to our proposal were elicited through a World Café method discussion with participating nutrition scientists. The contributing journal editors provided valuable insights, and the discussion led to the development of a potential tool specific to assess adherence to the proposed nutrition extension checklist. The piloting of the proposed checklist provided evidence from real-life studies that reporting of nutrition trials can be improved. This initiative aims to stimulate further discussion and development of a CONSORT-nutrition-specific extension.

Peer Group Tari Tradisional dalam Mencegah Gangguan Gerak Tubuh Orang dengan Gangguan Jiwa

Stigma and movement disorders due to drugs in people with mental disorders create problems in the community. Efforts that can be made to prevent through preventive efforts are empowerment in the community. Peer groups are a form of empowerment between peer groups. The aim of this program is to train youth groups in helping ODGJ reduce movement disorders caused by mental disorders drugs. The method used is through FGD and measuring partners' knowledge and dancing skills. The program will be implemented in June 2023. The stages include pre-program, module prescription testing, program socialization, traditional dance peer group training, and evaluation and follow-up plans. The pre-program results agreed regarding advocacy activities for people with mental disorders, the results of the perception equality test (ICC: 0.945), the knowledge value of (p= 0.000), the value of traditional dance peer group skills (mean 75), and the results of the FGD with partners making innovation program in mental health posyandu. The conclusion is that traditional dance peer group training in preventing movement disorders for ODGJ can be used as health promotion in mentally healthy posyandu.

Evaluation of Student Peer- and Self-Grading in an Integrated Pharmacotherapy Course

ObjectiveTo determine if student peer- and self-grades correlate with faculty grades on case vignettes. MethodsThis study involved first professional-year students enrolled in an Integrated Pharmacotherapy course. The course included three modified team-based learning (TBL) activities (each consisting of individual and team readiness assurance tests, followed by three open-note case vignettes completed in teams). Each student uploaded completed case vignettes to the learning management system and was assigned to complete a self- and a random, anonymous peer-grade using a provided key. Peer- and self-grades were compared to faculty grades using a null multilevel model to determine the intraclass correlation coefficient (ICC). Faculty time spent grading was captured, and students were surveyed to determine the perceived value of peer- and self-grading. ResultsFaculty- and peer-grades had a slightly higher correlation than faculty- and self-grades (ICC = 0.75 vs 0.73, respectively). The ICC between all three grader groups was 0.74. Faculty spent an average of 2.5 h grading the cases after each TBL session. Students reported spending a median of 36 min on the peer- and self-grades for each TBL session. Overall, students agreed that both the self- and peer-grading activities helped identify gaps in knowledge (90% and 56%, respectively). A total of 78% of students agreed that self-grading was beneficial for their learning. ConclusionThere was a moderate-to-good correlation between peer-, self-, and faculty- grades for case vignettes. Faculty time may be saved through student self- or peer-grading.

OPPORTUNITIES FOR PEDAGOGICAL SUPPORT OF THE PROCESS OF INCREASING THE SOCIAL ACTIVITY OF STUDENTS IN LEARNING ENGLISH

This abstract explores the pedagogical opportunities for enhancing the social activity of students in the context of learning English. In an increasingly interconnected and diverse world, the importance of English proficiency extends beyond linguistic competence it encompasses effective communication, cross-cultural understanding, and the ability to participate actively in social and professional networks. This study delves into the various strategies, methods, and approaches that educators can employ to foster greater social engagement among English language learners. The literature review section of this abstract examines seminal theories such as Vygotskys sociocultural theory and Krashens input hypothesis, emphasizing the pivotal role of social interaction in language acquisition. Additionally, it discusses the influence of technology, including social media and virtual platforms, in reshaping language learning and promoting social activity. The pedagogical strategies section highlights the practical classroom methods to facilitate social engagement, including collaborative learning, group activities, and project-based learning. Creating an inclusive and supportive classroom environment emerges as a crucial factor in encouraging students to engage socially in English learning. Furthermore, this abstract underscores the impact of technology-enhanced learning, addressing the use of online forums, language learning apps, and virtual reality simulations in fostering social interaction among learners. It also considers the significance of cultural awareness and diversity, advocating for multicultural classrooms and culturally relevant content integration to enhance social activity. Assessment and evaluation methodologies for measuring students social activity in English language learning are explored, including rubrics, self-assessment, peer evaluation, and teacher feedback. In conclusion, this abstract highlights the multifaceted nature of pedagogical support in increasing the social activity of students learning English. It calls for a comprehensive and dynamic approach that combines traditional pedagogy with technology, cultural sensitivity, and effective assessment strategies to equip learners with not only language skills but also the social competence needed in a globalized world.

Dinamika Kelompok Dalam Cooperative Learning Model

The cooperative learning model aims to stimulate the growth of student competence from social psychological aspects. The dynamics that emerge in groups allow students to interact optimally in a broader context. The purpose of this article is to explore group dynamics in the cooperative learning model seen from the aspect of student interaction in Islamic Religious Education lessons. The method used is library research in which the process of searching for meaning is generated from various literary sources to produce descriptive data in the form of text and words. The results of this research indicate that in the cooperative learning model, group dynamics are very important to achieve effective learning goals. This also applies in the context of Islamic Religious Education lessons. Group dynamics in cooperative learning include aspects of student interactions, their roles in the group, and the way they collaborate. Several important aspects of group dynamics in Islamic Religious Education learning include; division of roles, discussion, collaboration, inclusive approach, shared responsibility, peer evaluation, facilitator or teacher.

Student Evaluation of a Learning Enhancement in Anatomy Program (LEAP) during the COVID-19 Pandemic: A Retrospective Study.

The pandemic acted as an accelerator for the development of online teaching formats in anatomy and histology worldwide. The authors introduce a bridging program that reinforces the knowledge and understanding of gross and correlative anatomy and histology acquired in a virtual environment in preparation for its future clinical application. The study aims to evaluate the Learning Enhancement in Anatomy Program (LEAP) conducted among first-year medical students at the College of Medicine, University of the Philippines Manila. This descriptive cross-sectional study aims to determine the initial experience of implementing a learning enhancement program and assess areas for its improvement. An internally validated questionnaire was given to students after the program to gauge students' reactions (Kirkpatrick Level 1 evaluation). Pre- and post-tests were administered to evaluate knowledge acquisition (Kirkpatrick Level 2 evaluation). Short-term behavioral peer evaluation (Kirkpatrick Level 3 evaluation) was also instituted. One hundred fifty-two (152) students participated in the study. General reactions from students to the LEAP were consistently positive, with a steady majority of the students rating '5' or a 'Strongly Agree' to positive statements regarding the program. Higher ratings for more traditional teaching methods, such as cadavers, formalinized specimens, and bones, compared to virtual systems were apparent. However, inter-student variation in preference for teaching modalities was observed. All stations of the LEAP were evaluated satisfactorily, with most gross anatomy stations rated higher than histology stations. A significant increase was noted in the total post-test scores compared to pre-test scores. This improvement in test scores was observed in the anatomy and histology subcategories and in six of the seven organ system modules. Perceived behavioral outcomes were also generally positive. The LEAP is a worthwhile endeavor, garnering overwhelmingly positive reactions and a significant improvement in test scores. Future studies are necessary to fine-tune teaching and training in a blended learning environment.

Türkiye’de Wattpad Kullanımı Nedenleri

This study was carried out to determine the reasons why users use Wattpad in Turkey. The benefits and harms of Wattpad content and the factors that motivate readers here are important for determining the methods to implement when using this platform. The study was designed as a case study as a qualitative research method. As a data collection instrument, interviews with writers and readers were conducted. Additionally, various documents and a research diary were used. Peer evaluation, member check and role-ordered matrix methods were used to analyze data and create categories. According to the content analysis results, the reasons why users use the Wattpad platform were determined to be the desire to be popular, interaction, ease of use, subjects and language. The reasons for users to use the platform are collected and addressed in the Results section under the headings of sense of belonging and quest for meaning.

Peer feedback and evaluation in undergraduate dental learning.

Peer feedback and evaluation in undergraduate dental learning.

Tasting and consumer demand for wine: do peers and experts matter?

AbstractExpert and peer reviews and popularity are freely available both on the Internet and in printed materials for a variety of food products. Using two experimental studies with non-hypothetical tastings and auctions, we explore the impact of peer tasting popularity, actual peer ratings, and expert ratings on demand for wines consumers can or have tasted. We find that higher own wine ratings are associated with higher willingness to pay (WTP). Morevoer, higher peer and expert rating scores increase consumer WTP for wine even after controlling for the impact of consumers’ own ratings. Observed peer popularity also increases WTP for preferred wines.

Impacts of Social Interactions and Peer Evaluations on Online Review Platforms

ABSTRACT Social technologies on online review platforms enable social interactions among users, such as establishing following relationships and commenting on others’ posts. Although it is well recognized that more socially engaged reviewers tend to be more active and generate content of higher quality, our knowledge about the impact of social interactions on peer evaluations of reviews is limited. To address this issue, we use a unique dataset from a major online review platform and find that, ceteris paribus, reviews posted by more socially engaged users receive more helpfulness votes than those posted by less socially engaged users. Similarly, users tend to vote more for reviews written by their mutual followers than for those written by nonfollowers. In addition, we find that less socially engaged users review a broader range of products and services but are less likely to stay on a platform, which may further contribute to the inflation of peer evaluations (toward online reviews). Our study provides unique empirical evidence regarding the influence of social interactions on review evaluations. Furthermore, we caution researchers and practitioners against utilizing review helpfulness scores as a sole measure for review quality and diagnosticity.

Regulating Discourse: How Children With and Without SEND Internalize the Evaluative Framework of Adults

This study presents a Bakhtinian analysis of discourse among children with Special Educational Needs and Disorders (SEND) in two elementary classrooms, delving into the complicated interaction of voices and perspectives within their communication. The research investigates how the evaluation of peers provides a contextual backdrop for the voices of children with SEND. Conducted as a longitudinal investigation in an English primary school, data were collected over a three-month period to disclose communication dynamics. Notably, the discourse analysis reveals the use of “hybrid constructions” by students, wherein they skillfully blend adult values with their own viewpoints when discussing peers, thus navigating their positioning vis-à-vis institutional norms and their peers. The central question, “Who is taking the lead in the conversation?” undrapes a rich interchange of voices within each dialog excerpt. This interaction encompasses the speaker’s own voice and resonates with reflections of institutional discourse. Importantly, the analysis elucidates how diverse pedagogic discourses contribute to shaping social relationships between teachers and students, as well as amongst the students themselves. By capturing these multifaceted interactions, this study reveals a paramount conduit through which institutional values are communicated and internalized within the discourse of children with SEND. This focused exploration contributes to a nuanced understanding of how children assimilate external voices while communicating and how they forge connections with peers facing unique learning challenges.

Role of Peer Assessment in Modifying Professional Behavior among Phase 1 Medical Undergraduates: A Prospective Interventional Study

Abstract Background: India’s competency-based medical education curriculum has now included professionalism as a core competency for medical graduates. However, assessing professionalism and interpersonal skills remains challenging. This study explores the impact of peer assessment (PA) on MBBS first-phase students’ professional behavior and its association with gender and academic performance. Methodology: We conducted a prospective interventional study. Over three iterations which were done at the interval of 1 month, each student evaluated six peers using the “Rochester PA tool” comprising 15 standardized items. Statistical analysis employed t-tests, Chi-square tests, analysis of variance, and correlation tests. Results: Hundred and forty students were enrolled and their responses were analyzed. “Unable to answer” responses significantly decreased over time (P &lt; 0.0001), particularly when students did not consider peers as close friends (P &lt; 0.001). PA scores remained stable over three timelines, but in the first and second iterations, females received higher scores for all the factors except for intrapersonal attributes. Academic grades correlated positively with PA scores for work habits, global items, and overall performance but not for interpersonal attributes. Conclusions: This study highlights PA as a valuable training tool for inculcating an understanding of professionalism among medical students in early years of MBBS course. We did not find any improvement in the professional behavior after repeated implementation of PA probably because the gap between the two evaluations was insufficient to bring about noticeable behavioral changes. Further research is required to explore if early introduction of such assessments in medical school can nurture the professional development leading to improvement in the accuracy of later peer evaluations.

Augmented Reality With Authentic GeometryGo App to Help Geometry Learning and Assessments

We developed an Authentic GeometryGo app to help students' application of geometry in authentic contexts through authentic measurements and peer assessments. The study included an experimental group using an Authentic GeometryGo app and a control group using paper-based methods. The results showed that the experimental group outperformed the control group in terms of estimation. Measuring authentic geometry shapes using the app could foster students' estimation. Furthermore, meaningful peer assessments with visual representations in authentic contexts can facilitate the evaluation of peers' work and improve students' geometry understanding. Therefore, we encourage educators to use augmented reality with appropriate learning activities to sharpen students' measurement quality and visual representations by measuring real geometry shapes and applying mathematics knowledge in authentic contexts.