The peer assessment effect size is comparable in magnitude to a substantial fraction of measured achievement gaps in the course¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The peer assessment effect size of .122 represents about 40% of the gender achievement gap and about 20% of the racial achievement gap in this population. → Sun DL 2015

Evidence¶

Sun DL 2015¶

Sun DL, Harris N, Walther G, Baiocchi M (2015) Peer Assessment Enhances Student Learning: The Results of a Matched Randomized Crossover Experiment in a College Statistics Class. PLoS ONE 10(12): e0143177. https://doi.org/10.1371/journal.pone.0143177

q3 · i? · causal · r2

Secondary benchmarking analysis in the crossover study comparing the peer assessment effect size (.122) against achievement gaps estimated from quiz 1 scores before randomization and final exam scores, reported in Table 2.

"We see that the effect size of peer assessment, which is .122, represents about 40% of the gender achievement gap and about 20% of the racial achievement gap, which are persistent challenges in college science classes."

Discussion¶

Related Claims¶

• Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — the general claim this finding bears on, with the studies behind it
• Systematic racial, ethnic and gender differences in grades persist among students with the same test scores, attendance, courses and teachers — related
• Ninth-grade GPAs varied substantially by gender, race/ethnicity, neighborhood SES, incoming test scores, course level, and school — related
• A significant but negligible benefit of peer assessment (d = .122) persisted to the final exam in one college statistics course — related