A significant but negligible benefit of peer assessment (d = .122) persisted to the final exam in one college statistics course¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2015 · 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.
q3 i0 Students who participated in peer assessment also did better on the corresponding final exam questions (d = .122), suggesting the benefit persists over time. → 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 · i0 · causal · r2
Final exam analysis in the same crossover RCT, 320 students analyzed, with blinded instructor grading of free-response questions. The article reports "d = .122, t(319) = 3.03, p = .001" for peer-assessment units.
"Students participating in peer assessment also did better on the corresponding questions on the final exam (d = .122, t(319) = 3.03, p = .001), which suggests that the benefits of peer assessment persist over time."
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
- Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses — related
- The peer assessment effect size is comparable in magnitude to a substantial fraction of measured achievement gaps in the course — related
- Retrieval practice improves long-term retention — related
- The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — related
- Participating in peer assessment produced a statistically significant but negligible improvement (d = .115) in short-term achievement on unit quizzes in a college statistics course — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
peer-assessment-gains-persist-to-final-exam |
title |
A significant but negligible benefit of peer assessment (d = .122) persisted to the final exam in one college statistics course |
description |
A significant but negligible benefit of peer assessment (d = .122) persisted to the final exam in one college statistics course |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sun-dl-2015 |
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