Multiple methods of peer evaluation implemented around group, software engineering tasks. Tasmanian software engineering course.
The role of interpersonal variables and conceptions. Small controlled experiment with male technical vocational education students with findings about contribution of diversity of values, psychological safety, trust in self as assessor
Implementation of Peer Assessment in mining engineering at UNSW
Study of 36 preschool education students - "an appropriate understanding regarding the constructivist epistemology may be a prerequisite for utilizing peer assessment learning activities in science education."
Experiment on 157 Science students. Reflection was promoted by (1) High level prompts, and (2) observing peers. Receiving feedback from peers added no further benefit.
"approaches to learning seemed to be less influential than conceptions of learning on the learning outcomes". That is beliefs about learning are more potent than learning strategies.
"the computer-supported peer assessment appeared to be entirely responsible for the measured “average” learning gain"
Qualitative study of Y1 medical students. In addition to expected findings, found a negative impact of Peer assessment on non-judgemental problem-based learning culture:
Theoretical background for learning by reviewing. 61 undergraduate students of physics. Controlled study, compared effects of reviewing vs reading. "Problem detection during reviewing accounted for 53% of the variance" in subsequent writing quality.
Community of scholarship. Increased feedback. Accuracy. Trial with 38 MSc students.
High school students in computer course submitted portfolios for self, peer and teacher scoring. Peer assessment was less consistent than teacher or self-assessment. Peers chose to use lax standards.
28 undergraduates received feedback from a single expert, peer or multiple peers. Analysis of feedback types, subsequent revisions, and effect on quality. Multiple feedback group (compared to single-feedback group) showed stronger connection between non-directive feedback and complex repairs.
Research publications by Cho et al on SWoRD, scaffolded peer review of writing system.
Reviews
Meta-analysis and reviews of research, and theories
Meta-analysis of quantitative studies comparing peer and teacher marks.
Meta-analysis of 48 quantitative studies comparing peer and teacher marks
Review of literature: A typology of research on peer assessment. Literature (research and theorising) about cognition, affect, skills, systemic benefits, and disadvantages. Reliability. Positive formative effects on achievement and attitudes, equalling teacher assessment. Parameters of future research.
Toward a typology for assessing e-learning. Research in Personnel and Human Resources Management, 29:201-242.
Review of existing elearning typologies. Theories of learning.
Contrasts Moore's(1989) schema of instructional interactions (1) between learner and instructor; (2) among learners; (3) between learners and the content; with a schema of outcomes of interaction: to increase participation; to develop communication; to receive feedback to enhance elaboration and retention; support learner self-regulation; receive feedback; increase motivation; negotiation of understanding; team building; discovery; exploration; clarification of understanding; closure.