Effective peer assessment processes: Research findings and future directions

Marjo van Zundert*, Dominique Sluijsmans, Jeroen van Merrienboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Despite the popularity of peer assessment (PA), gaps in the literature make it difficult to describe exactly what constitutes effective PA. In a literature review, we divided PA into variables and then investigated their interrelatedness. We found that (a) PA's psychometric qualities are improved by the training and experience of peer assessors; (b) the development of domain-specific skills benefits from PA-based revision; (c) the development of PA skills benefits from training and is related to students' thinking style and academic achievement, and (d) student attitudes towards PA are positively influenced by training and experience. We conclude with recommendations for future research.
Original languageEnglish
Pages (from-to)270-279
JournalLearning and Instruction
Volume20
Issue number4
DOIs
Publication statusPublished - Aug 2010

Keywords

  • Peer assessment
  • Development of peer assessment skills
  • Attitudes towards peer assessment
  • Training of peer assessment skills

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