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¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2015 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · 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 during a unit scored significantly higher on that unit's quiz than students who did not (d = .115). → 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
Matched randomized crossover RCT in a large introductory statistics course; 299 students analyzed for quiz scores after excluding non-compliers. Peer assessment yielded "Cohen's d = .115, t(298) = 2.92, p = .002" versus control students graded by instructors.
"The students who participated in peer assessment during a given unit performed significantly better on the unit quizzes (Cohen's d = .115, t(298) = 2.92, p = .002), as compared with students who did not."
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
- Chatbot outreach showed suggestive effects on assignment completion in Microeconomics but no effects on assignments in Government — related
- A significant but negligible benefit of peer assessment (d = .122) persisted to the final exam in one college statistics course — related
- Clicker participation and homework completion each significantly predict performance on isomorphic exam questions, with no synergistic interaction — related
- Any clicker participation outperforms absence on exam questions, but the lowest quartile sees no significant benefit — related
- Evidence on whether initial short-answer questions produce more learning than initial multiple-choice questions is mixed, with recent studies finding little or no difference — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
peer-assessment-improves-unit-quiz-achievement |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-18 |
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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