A systematic review on peer assessment: intrapersonal and interpersonal factors

Panadero, Ernesto; Alqassab, Maryam; Ruiz, Javier Fernández; Ocampo, Jose Carlos

doi:10.1080/02602938.2023.2164884

Cited by 26 publications

(15 citation statements)

References 80 publications

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“…The notion that feedback can shape self-efficacy is rooted in its original conceptualization (Bandura, 1997) and supported by research (see Fong et al, 2019). However, the reverse direction of this relationship-how self-efficacy impacts perceptions of feedback-is much less researched (Panadero et al, 2023). Winstone et al (2017a) reported that students with higher selfefficacy spent more time on received feedback than students with lower self-efficacy, aligning with our theoretical reasoning.…”

Section: Role Of Self-efficacy For Perception and Use Of Feedbacksupporting

confidence: 70%

“…Concerning the theoretical bidirectional relationship between self-efficacy and feedback, this finding emphasizes that, aside from feedback shaping selfefficacy, self-efficacy also shapes how feedback is used. Considering that this latter viewpoint has received little empirical attention, while the direction of feedback influencing self-efficacy is rather well studied, this result is an important addition to research on the bidirectional associations between self-efficacy and feedback (Panadero et al, 2023) Thirdly, learning goals and self-efficacy were positively linked to feeling joyful and proud after reading the feedback, and self-efficacy was negatively linked to feeling ashamed or anxious after reading the feedback. For self-efficacy, this fits with prior research in other academic domains (Putwain et al, 2013) and aligns with our expectations.…”

Section: Discussionmentioning

confidence: 88%

“…This might paint a more detailed picture of the interplay between feedback processes and motivational aspects. Within this, it would be worthwhile to consider the bidirectionality-hypothesis (Panadero et al, 2023), analyzing how, for example, repeated incorporation of tutor feedback is linked to self-efficacy for revision, and how this self-efficacy for revision in turn influences the incorporation of tutor feedback.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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Do Achievement Goals and Self-efficacy matter for feedback use?

Keller,

Dresel,

Daumiller

2023

Preprint

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Background: Instructor feedback in higher education is widely acknowledged as being benefi-cial for learning and achievement. However, the influence of motivational factors on how stu-dents perceive feedback and incorporate it into their learning process is still little understood. Achievement goals, serving as representations of what students strive for in learning settings, and self-efficacy for revision, are two motivational concepts that can offer insights into how motivational aspects work within feedback processes. Aims: In this study, we aim to elucidate how achievement goals and self-efficacy influence feedback perception and use. Sample: To this end, we conducted a study with 218 higher education students encompassing three separate feedback occasions. Methods: Students reported on their achievement goals, self-efficacy, perceived helpfulness, and achievement emotions three times after receiving feedback, as well as their feedback use.Results: Results of two-level structural equation modeling revealed self-efficacy for revision to be linked to perceived usefulness of feedback and emotions while receiving feedback, as well as feedback use. Learning and work avoidance goals for the task predicted perceived use-fulness of feedback, which was in turn the strongest predictor of feedback use.Conclusions: The findings support the theoretical role of motivational factors for feedback perception and use, and emphasize the importance of fostering students’ self-efficacy in utiliz-ing feedback and encouraging learning goals.

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Section: Role Of Self-efficacy For Perception and Use Of Feedbacksupporting

confidence: 70%

Section: Discussionmentioning

confidence: 88%

Section: Limitations and Future Directionsmentioning

confidence: 99%

See 1 more Smart Citation

Do Achievement Goals and Self-efficacy matter for feedback use?

Keller,

Dresel,

Daumiller

2023

Preprint

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“…Therefore, self-assessment is known to be closely related to reflection (Yan & Brown, 2017) and during peer assessment, students can benefit from both giving and receiving feedback (Hoo et al, 2021;Liu & Carless, 2006;Lundstrom & Baker, 2009). Peer and self-assessment practices help students identify their own strengths and weaknesses and create motivation for lifelong learning (Hanrahan & Isaacs, 2001;Panadero et al, 2023;Sande & Godino-Llorente, 2014).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Peer and Self-Assessments Using the Many-facet Rasch Measurement Model and Student Opinions

DEMİR

2023

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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The aim of this study is to analyze the peer and self-assessments of higher education students' oral presentation skills with the many-facet Rasch measurement model and to determine students' opinions on peer and self-assessment. In the study, convergent parallel method, one of the mixed-method research approaches, was used. The study group consisted of 11 university students studying at a state university in the 2022-2023 academic year. The FACETS program was used to analyze the data. The three facets identified in the study were the assessee (11 students), the assessor (11 students) and the items (16 items). Therefore, 11 participants scored (peer and self-assessment) on a 16-item assessment form. In addition, students' opinions on peer and self-assessment were obtained through three open-ended interview questions prepared by the researcher. According to the results of the study, it was determined that there was a statistically significant difference between the students in terms of their oral presentation skills, between the assessors in terms of their strictness/generosity in scoring, and between the criteria (items) in terms of the level of difficulty in realization. In addition, the participant opinions obtained from each interview question were analyzed through themes and sub-themes formed according to the general thoughts on peer and self-assessment, experiences, and whether the participants considered themselves as a reliable rater or not. In terms of practice, it can be suggested to provide detailed and enlightening information to students before peer and/or self-assessment in the classroom environment, and to give quick feedback to those who have not done the assessment appropriately. In addition, the reasons for the biases identified in peer and self-assessments in the current study can be investigated in future studies.

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“…While peer assessment is an activity with a lot of potential for students' learning, it is also an activity full of complexities, which involves interpersonal and intrapersonal factors (Panadero et al, 2023). Even though most students perceive the educational value of peer assessment (Mulder et al, 2014), they also express a series of concerns.…”

Section: Introductionmentioning

confidence: 99%

Safe and sound: examining the effect of a training targeting psychological safety and trust in peer assessment

2023

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IntroductionPeer feedback can be very beneficial for student learning in higher education, yet students may feel uncomfortable providing and receiving peer feedback: they may for example not feel safe in the group or have little trust in their peers’ abilities to provide feedback. Surprisingly, only few studies have investigated how students’ feelings of discomfort can be reduced. To fill this gap, we created a 1-h training session using active learning methods. The training focuses on enhancing students’ perceptions of psychological safety, trust in their abilities and in their peers’ abilities to provide feedback.MethodsThe efficacy of this training was tested using a quasi-experiment with pre-and post-test design. Third-year bachelor students in physical education participated in a peer feedback activity to fulfill the requirement of an obligatory course. In 2019–2020, 47 students participated in a peer assessment activity without specific training on psychological safety and trust (control group), while in 2021–2022, 42 students received specific training before peer assessment (experimental group).ResultsAnalyses include a comparison of the control and experimental groups with regard to (1) the evolution of their perceptions (psychological safety, trust in their abilities, and trust in their peers’ abilities) for pre-to post-test, (2) the quality of the feedback they provided to their peers (3) and the improvement of students’ work between the draft submitted for the peer activity and the final version submitted to the professor.DiscussionResults do not support the training’s efficacy, yet suggest pathways for future research.

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A systematic review on peer assessment: intrapersonal and interpersonal factors

Cited by 26 publications

References 80 publications

Do Achievement Goals and Self-efficacy matter for feedback use?

Do Achievement Goals and Self-efficacy matter for feedback use?

Analysis of Peer and Self-Assessments Using the Many-facet Rasch Measurement Model and Student Opinions

Safe and sound: examining the effect of a training targeting psychological safety and trust in peer assessment

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