Design peer assessment to encourage specific problem-identifying feedback, suggestions, and affective support rather than grades alone¶

Strategy · All strategies
Evidence · 4 claims (3 for, 1 against) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article's implications for teachers designing peer assessment: ask students "to be specific in their feedback, particularly with regard to the problems in assessees' work, and to provide suggestions"; scaffold assessment processes, especially for weak students; encourage exchanging affective comments giving socio-emotional support; and have students explain why they assigned particular grades rather than simply assigning grades.

Design Implications¶

Context¶

Requirements¶

• Modeling or training should be provided prior to or during the task because peer assessment is not easy

Constraints¶

• Effects on assessees are complex; weak students may need specific instructions on feedback types and encouragement to implement received feedback

Target Learners¶

• high school students conducting project-based learning

Target Learning Goals¶

• improved project performance through formative peer assessment

Claims¶

• Cognitive feedback benefits assessors rather than assessees, and weak students do not benefit from receiving more feedback [-W]
• Giving feedback that identifies problems in peers' work is a significant predictor of assessors' own project performance [+W]
• Giving suggestions to peers is a significant predictor of assessors' own project performance [+W]
• Receiving positive affective feedback from peers is a significant predictor of assessees' project performance [+W]

Related Strategies¶

Examples¶

• iLAP (Interactive Learning and Assessment Platform): the Hong Kong platform on which the peer assessment was run

Key Sources¶

• Jingyan Lu, Nancy Law. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science 40:257–275. https://doi.org/10.1007/s11251-011-9177-2