Peer assessment through tests, marks, and grades produces learning gains and reduced anxiety, with most participants reporting learning benefits¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Catterall's study of 120 marketing students, 88% reported learning gains from peer assessment and 76% reported an impact on ability to self-assess. → Keith Topping 1998 q2 i? Students find peer marking demanding but anxiety reducing, and learning gains are frequently reported across subject areas. → Keith Topping 1998 (2)

Evidence¶

Keith Topping 1998¶

Keith Topping. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research. https://doi.org/10.3102/00346543068003249

q2 · i? · review · r2

Outcome study in which 120 marketing students peer marked multiple-choice and short essay tests; "Learning gains from peer assessment were reported by 88% of participants, and an impact on the ability to self-assess was reported by 76%" — subjective self-report measures.

"Catterall (1995) had multiple-choice and short essay tests peer marked by 120 marketing students. Learning gains from peer assessment were reported by 88% of participants, and an impact on the ability to self-assess was reported by 76%."

Keith Topping 1998 (2)¶

Keith Topping. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research. https://doi.org/10.3102/00346543068003249

q2 · i? · review · r3

The review's summary of the tests/marks/grades section, spanning many subject areas; it reports learning gains on test, skill or subjective measures are frequently reported, and the process is demanding but anxiety reducing.

"Students find the process demanding but anxiety reducing. Learning gains in terms of test or skill performance or on subjective measures are frequently reported."

Discussion¶

Related Claims¶

• Peer marks and grades show acceptably high reliability with teachers' marks in most comparison studies, but a substantial minority report low reliability — related
• In a 16-week quasi-experiment, A-Level STEM students receiving high-frequency automated marking scored 16.8 percentage points higher on a blind-graded final mock exam than control students with human marking — related
• Web-SPA peer review activities showed considerable consistency between instructor and peer marks and improved quality of work — related
• Intervention students reported significantly higher exam confidence than controls (M=4.3 vs 3.4 on a 5-point scale, d=0.76) — related
• 88% of AI-assisted students reported increased self-efficacy and confidence during independent practicals — related