Claims

Latent class analysis of 27 design elements yields a five-class solution in which only ten instructional design elements significantly contribute (R² .204–.880), showing peer assessment designs are less diverse than theoretically possible

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i3 The 5-class model had the lowest BIC (31,462.1) and CAIC (31,864.1); ten design elements with R² > 0.20 discriminated between classes, led by unit of assessment assessee (R² = 0.880) and group constellation (R² = 0.681). → Alqassab 2023 q2 i? All ten highest-effect-size design elements were instructional design variables, indicating context, outcome, and moderator variables were less important for discriminating between studies. → Alqassab 2023 (2)

Evidence

Alqassab 2023

Alqassab, M., Strijbos, J.-W., Panadero, E., Fernández Ruiz, J., Warrens, M., & To, J. (2023). A Systematic Review of Peer Assessment Design Elements. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09723-7

q2 · i3 · quant-synthesis · r2

Latent class analysis (Latent GOLD 5.0) of 891 cases derived from the 449 studies, with model fit compared via BIC, CAIC, and classification error. The review reports the listed R² effect sizes, with privacy (R² = 0.204) and matching (R² = 0.217) completing the ten.

"The ten design elements are unit of assessment assessee ( R2 = 0.880), g roup constellation ( R2 = 0.681), revision (R2 = 0.476), unit of assessment assessor ( R2 = 0.444), purpose ( R2 = 0.370), scope of involvement (R2 = 0.363), contact (R2 = 0.315)"

Alqassab 2023 (2)

Alqassab, M., Strijbos, J.-W., Panadero, E., Fernández Ruiz, J., Warrens, M., & To, J. (2023). A Systematic Review of Peer Assessment Design Elements. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09723-7

q2 · i? · quant-synthesis · r2

Interpretation of the LCA results: an additional LCA using instructional design variables only confirmed the same ten elements as most important contributors. The review attributes this to context, outcome, and moderator variables being less discriminating.

"The ten peer assessment design elements with the highest effect sizes were all instructional design variables."

Discussion

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Page metadata
Field Value
type claim
id lca-five-class-ten-design-elements
title Latent class analysis of 27 design elements yields a five-class solution in which only ten instructional design elements significantly contribute (R² .204–.880), showing peer assessment designs are less diverse than theoretically possible
description Latent class analysis of 27 design elements yields a five-class solution in which only ten instructional design elements significantly contribute (R² .204–.880), showing peer assessment designs are less diverse than t...
status review
evidence_strength moderate
newest_evidence 2023
generated by process:wiki-ingest on 2026-10-22
trust unverified — no one has confirmed this page's content
sources 2 — alqassab-2023, alqassab-2023-2

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