The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

Double, Kit S.; McGrane, Joshua A.; Hopfenbeck, Therese N.

doi:10.1007/s10648-019-09510-3

Cited by 241 publications

(150 citation statements)

References 99 publications

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“…The results suggested that, when Arab EFL learners received peer assessment idea, they can effectively develop their English writing skills. This finding is in line with previous studies conducted by Hegg et al [2] and Double et al [25]. Double et al [25] recommended that peer assessment effect comes from assessing, better than being assessed and giving and receiving feedback can help students to develop their writing skills.…”

Section: Discussionsupporting

confidence: 90%

“…This finding is in line with previous studies conducted by Hegg et al [2] and Double et al [25]. Double et al [25] recommended that peer assessment effect comes from assessing, better than being assessed and giving and receiving feedback can help students to develop their writing skills. In addition, this study is not in line with study done by Liu et al [26] stated that EFL students from other educational background could show different models of engaging in peer assessment.…”

Section: Discussionsupporting

confidence: 90%

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Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

Almahasneh¹,

Abdul-Hamid²

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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Despite the crucial role of EFL teachers in enhancing EFL learners' academic writing, addressing EFL teacher classroom stress still stand as significant challenge in education. This study describes two newly developed sets of peer assessment (PA) rubrics on English academic writing of EFL learners. The peer assessment rubrics named PA rubric (PAR A) and PA rubric were adapted from Oshima and Hogue [1]. While both sets of rubrics focus on the components of an essay, each rubric assesses the language criteria differently. Adopting an experimental design, 10 EFL Arab learners enrolled in the Preparatory English Course at the University of Tabuk, Saudi Arabia participated in the pilot study. The participants were randomly assigned into two groups. Both groups were asked to write an academic essay of 250 words, later assessed one essay written by a peer in the other group. Group A used Peer Assessment Rubric A, while Group B used Peer Assessment Rubric B. All ten essays were assessed by two English lecturers based on an agreed essay marking rubric. The findings indicated that there is no significant difference between the two PA rubrics (PAR A and PAR B) and teachers' assessment at p < 0.073 and p < 0.097, respectively. This suggests that PAR A and B manage to guide the peer assessors in evaluating essays as similar as their English teachers' assessment. The preliminary findings suggest that both Peer Assessment Rubrics were suitable for the use of EFL learners in assessing academic essays.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 90%

Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

Almahasneh¹,

Abdul-Hamid²

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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“…Reading of the papers excluded seven papers that were reviews (Brown, 2011;Double et al, 2020;McMillan, 2016McMillan, , 2019Van der Kleij & Lipnevich, 2020;Vogl & Pekrun, 2016, Wise & Smith, 2016, five that had no measure of student perceptions of assessment (Babaii & Adeh, 2019;Chen & Lin, 2020;Gordienko, 2015;Natsis et al, 2018;Taghizadeh & Kazemzadeh, 2019), one…”

Section: Methodsmentioning

confidence: 99%

Student Conceptions of Assessment: Regulatory Responses to Our Practices

Brown

2021

ECNU Review of Education

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Purpose: Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills. Those assessments impact learners’ attitudes, beliefs, and emotions. Negative impacts may be overcome if students regulate their responses to assessment and feedback. Design/Approach/Methods: This article systematically locates research studies that cite three key early papers around student conceptions of assessment (SCoA). A narrative synthesis is based on 22 papers. Findings: In addition to the SCoA, 11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative, fair, and trustworthy. There is broad interest in this phenomenon but little consistency in methods and even the SCoA has little consistency in factor structure across jurisdictions. Only one study provided an objective behavioral measure to validate self-reports, which are the dominant form of research. Originality/Value: This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.

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“…Besides, feedback can also be given from student to student or peer assessment. The implementation of peer assessment is a proven ability to help students in increasing their academic ability (Double, McGrane, & Hopfenbeck, 2020). Specifically, it is also related to increasing the writing ability of the students.…”

Section: Introductionmentioning

confidence: 99%

Exploring EFL Students’ Perception in Using Guided Questions for Giving Feedback

2021

JEP

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Feedback has a crucial role in increasing the quality of writing. By getting the precise feedback, a writer can do the proper revision to perfect his writing. However, giving and getting the right feedback is not easy for students who are learning to write. They need something which can be used as a guide to give feedback. One of the alternatives to do this is by delivering questions as a guide. Thus, this research was aimed at finding out the students' perception in the use of questions as a guide to give feedback. This study was followed by 35 students of the English Language Education Study Program at Pattimura University who enrolled in Academic Writing class, academic year 2019/2020. Survey method was used as research method. The data was collected using questionnaire as research instrument. Data collected was analyzed using descriptive data analysis. From data analysis result, it was found that students have positive perception in using guided questions for giving feedback. The positive perception was because the guided questions have given direction and assisted the students to stay focus during the feedback process. It means that the guiding questions were proven to be beneficial in helping students giving the right feedback to increase the quality of their classmates' writing.

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The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies

Cited by 241 publications

References 99 publications

Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

Piloting Two Sets of Peer Assessment Rubrics on Arab EFL Learners’ Academic Writing Performance

Student Conceptions of Assessment: Regulatory Responses to Our Practices

Exploring EFL Students’ Perception in Using Guided Questions for Giving Feedback

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