The effect of peer assessment on project performance of students at different learning levels

Abstract

Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer assessment and students' learning levels influenced students' project performance by using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the traditional discussion method. Students' learning levels were measured and divided into low-, average-and high-achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students' lesson plan project seemed to vary according to students' learning levels. While low-and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed.

Adaptive Comparative Judgment: A Tool to Support Students' Assessment Literacy

“…Whilst this may be a simple reflection of the more conscientious, able and engaged students spending longer on the task, if we consider the performance on the MCQ part of the examination a 'control' (in terms of a measure of knowledge not requiring skills in description of diagnostic/therapeutic approach), then this suggests that the benefit was more of a direct relation to time spent improving their abilities in the short answer section of the examination. This is consistent with a study reported by Li and Gao, 12 who showed that students who conducted peer assessment performed significantly better than students who did not.…”

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“…While maintaining anonymity in paper-based peer assessment is never an easy task (Li and Gao 2015), the advancement of modern technology has greatly streamlined the process and made administration of anonymous peer assessment almost effortless. In a computerised system, data are distributed and automated by relational databases, in which students' identities can be easily protected.…”

“…Keywords: peer assessment; anonymity; student learning; student perceptions Overview of peer assessment Peer assessment, although existing in many variants, usually involves students providing feedback on other students' work for the purpose of either formative feedback or summative grading, or an integration of both (Li and Gao 2015). As an effective learning tool, formative peer assessment often engages students in both roles as assessor and assessee.…”

Impact of a learning portfolio on reflective, clinical and communication skills in undergraduate dental students- A pilot study

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