A framework for designing, implementing, communicating and researching peer assessment

Adachi, Chie; Tai, Joanna

doi:10.1080/07294360.2017.1405913

Cited by 47 publications

(29 citation statements)

References 34 publications

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“…Peer assessment in the context of students grading other students has a grounding in social development theory (Vygotsky, 1978) where learning is framed in social interaction. Adachi, Tai, and Dawson (2018) define peer assessment as "students judging and making decisions about the work of their fellow students against criteria" (p. 454). The idea is that the process of interacting with peers to consider performance based on an established rubric engages students in evaluative judgment and critical thinking, enhancing their understanding the work of others as well as fostering reflection on their own work products (Nicol, Thomson, & Breslin, 2014).…”

Section: Peer Assessmentmentioning

confidence: 99%

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

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The rate of transition to online instruction in higher education was accelerated by the new reality of the global pandemic, COVID-19. As a result, faculty must adapt by being more efficient to manage more students with less resources and even less personal contact for the foreseeable future. Efficiency can be gained by using group assignments and peer group grading. Peer group grading reduces assessment time although students may be concerned about having their work graded fairly by other students. The peer group grading process and grades are analyzed against the instructor grades over a two-year period. Results demonstrate no significant difference in peer group grades and instructor grades for pre-COVID-19 hybrid and post-COVID-19 online courses. Student survey results also show that students perceive peer group grading as fair in both course formats. Therefore, instructors can feel confident about using peer group grading as a fair and time saving assessment tool.

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Section: Peer Assessmentmentioning

confidence: 99%

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Schee

Birrittella

2021

Marketing Education Review

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“…Consequently, with the intention of avoiding what Makel and Plucker (2014) refer to as "replication crisis", the characteristics of each of these three assessment tasks are described in Appendix A (Online Resource 1). In addition, based on the nineteen elements that should be considered in the description of peer assessment proposed by Adachi et al (2018), Appendix B (Online Resource 2) describes each of these nineteen elements. The assessment tools used in each of the tasks are summarised in Table 2 and can be found in Appendix C (Online Resource 3).…”

Section: Peer Assessment In Practicementioning

confidence: 99%

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

2020

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How can students' competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact and influence peer assessment. From an analysis of 4 years of data from undergraduate classes in project management, it develops a model of causal relationships validated using the PLS-SEM method. It demonstrates relationships between these variables and considerers the influence of students' competence and the mediating nature of feedback and self-regulation on the process. It points to how peer assessment practices can be improved whilst highlighting how evaluative judgement and feedback are two key elements that can be addressed to deliver the effective development of students' competence.

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“…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). However, the design features of peer assessments are often neglected by instructors due to focusing on peers' works or final scores (Adachi et al, 2018). More specifically, 'front-line' educators and practitioners often find it very challenging to implement and improve peer assessment in practice (Bearman et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…More specifically, '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). In addition, there is a lack of a systematic review of technology-supported peer assessment studies in previous literature.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Technology-Supported Peer Assessment Research

Zheng

Chen

Cui

et al. 2019

IRRODL

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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.The relationships between assignment types to be assessed and learning domains are shown in Table 10. As shown in Table 10, there was a positive relationship between assignment types and learning domains in the past 12 years (χ 2 = 30.96, p = 0.000). The adjusted residual value indicated that writing essays in social science subject domains had the fastest increasing trend (AR = 5.0), followed by artefacts in engineering and technological science (AR = 2.6) and natural science (AR = 2.2). On the other hand, writing essays in engineering and technological science domains (AR = -3.2) and in

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A framework for designing, implementing, communicating and researching peer assessment

Cited by 47 publications

References 34 publications

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Hybrid and Online Peer Group Grading: Adding Assessment Efficiency While Maintaining Perceived Fairness

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

A Systematic Review of Technology-Supported Peer Assessment Research

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