Peer assessment using soft computing techniques

Online Assessment in Higher Education: A Systematic Review

“…Concerning the format of peer feedback, longer, rather than many, comments and comments aiding for revision were preferred by students (Zong et al, 2021). Approaches including natural-language processing proposed using sentiment analysis on feedback to detect inaccuracies in peer feedback between the given feedback and the given score have been highlighted (Pinargote-Ortega et al, 2021). Other findings advocate for using peer assessment mostly for formative and not summative assessment (Admiraal et al, 2015).…”

“…Other types of assignments that were assessed through peers included mathematical calculations (Kristanto, 2018), or statistical exercises (ArchMiller et al, 2017). Further, oral assignments in language learning (Chen et al, 2021), diagram exercises (Pinargote-Ortega et al, 2021), discussion entries (Wang, 2019), and question generation (Yeh & Lai, 2012) were implemented assessment types.…”

“…Assessment format: In N = 15 (13%) articles, peer assessment was implemented in the format of formative assessment (Chen et al, 2021;Elizondo-Garcia et al, 2019;Filius et al, 2018;Filius et al, 2019;Hickey & Rehak, 2013;Kristanto, 2018;Mao & Peck, 2013;McCarthy, 2017;Ogange et al, 2018;Rogerson-Revell, 2015;Sekendiz, 2018;Vaughan, 2014;Xiao & Hao, 2018;Zong et al, 2021). In 14 cases, peer assessment was implemented for solely summative assessment format (ArchMiller et al, 2017;Ashton & Davies, 2015;Formanek et al, 2017;Li et al, 2010;Luaces et al, 2017;Pinargote-Ortega et al, 2021;Sampaio-Maia et al, 2014;Sullivan & Watson, 2015;Tenório et al, 2016, Tucker, 2014Wadmany & Melamed, 2018;Wang, 2019;Wu et al, 2014;Zhan, 2021). A combination of formative as well as summative assessment formats was reported in 12 learning scenarios (Admiraal et al, 2015;Chew et al, 2016, Herzog & Katzlinger, 2017Huisman et al, 2018, Li & Gao, 2016Liu & Lee, 2013;Liu et al, 2018;McCracken et al, 2012;Meek et al, 2017;Nguyen et al, 2017;…”

“…Feedback: In most cases, peer feedback was provided in a written format and if graded, included reasoning for a given grade. Grades and feedback were frequently based on some form of a pre-defined grid, such as a rubric, for students to align with when creating their feedback and giving grades to their fellow students (Admiraal et al, 2015;ArchMiller et al, 2017;Ashton & Davies, 2015;Chen et al, 2021;Chew et al, 2016;Elizondo-Garcia et al, 2019;Formanek et al, 2017;Herzog & Katzlinger, 2017;Huisman et al, 2018;Liu & Lee, 2013;Li & Gao, 2016;Liu et al, 2018;Luaces et al, 2017;Mao & Peck, 2013;McCarthy, 2017;Meek et al, 2017;Pinargote-Ortega et al, 2021;Tenório et al, 2016;Tucker, 2014;Wadmany & Melamed, 2018;Wu et al, 2014;Xiao & Hao, 2018;Zhan, 2021;Zong et al, 2021). Other cases, in which written feedback was given without a rubric, included reviews (Sampaio-Maia et al, 2014), feedback in a narrative form (Sullivan & Watson, 2015), constructive criticism (Wang, 2019;Sekendiz, 2018;Rogerson-Revell, 2015, Kristanto, 2018, or comments on the work of other students (Yeh & Lai, 2012;Ogange et al, 2018).…”

OLJ March 2023 27(1)

“…Assessment format: In N = 15 (13%) articles, peer assessment was implemented in the format of formative assessment Elizondo-Garcia et al, 2019;Filius et al, 2018;Filius et al, 2019;Hickey & Rehak, 2013;Kristanto, 2018;Mao & Peck, 2013;McCarthy, 2017;Ogange et al, 2018;Rogerson-Revell, 2015;Sekendiz, 2018;Vaughan, 2014;Xiao & Hao, 2018;Zong et al, 2021). In 14 cases, peer assessment was implemented for solely summative assessment format (ArchMiller et al, 2017;Ashton & Davies, 2015;Formanek et al, 2017;Li et al, 2010;Luaces et al, 2017;Pinargote-Ortega et al, 2021;Sampaio-Maia et al, 2014;Sullivan & Watson, 2015;Tenório et al, 2016, Tucker, 2014Wadmany & Melamed, 2018;Wang, 2019;Wu et al, 2014;Zhan, 2021). A combination of formative as well as summative assessment formats was reported in 12 learning scenarios (Admiraal et al, 2015;Chew et al, 2016, Herzog & Katzlinger, 2017Huisman et al, 2018, Li & Gao, 2016Liu & Lee, 2013;McCracken et al, 2012;Meek et al, 2017;Nguyen et al, 2017;Ortega-Arranz et al, 2019;Yeh &amp...…”