Use the inventory as a checklist of design decisions for teachers and a reporting guideline for researchers¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article proposes two uses of the inventory: for teachers and advisors it functions 'as a source of inspiration or as a checklist of important decisions to make when working with peer evaluation', helping them see alternatives to implicit choices; for researchers it is a guide to covering the full scope of design particularities when introducing or reporting a peer assessment design, which should make replication studies, interaction-effect studies and synthesis more straightforward.

Design Implications¶

Context¶

Requirements¶

• Consistent use across future studies so that reports address the same set of design aspects

Constraints¶

• The authors acknowledge the list of distinguishing features will never be exhaustive

Target Learners¶

• teachers and advisors introducing peer assessment; researchers reporting peer assessment studies

Target Learning Goals¶

• informed design decisions and complete, comparable reporting of peer assessment practices

Affordances¶

Claims¶

• Quality control in peer assessment can be exercised proactively or reactively on students and their assessments [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Gielen, S., Dochy, F., & Onghena, P. (2011). An inventory of peer assessment diversity. Assessment & Evaluation in Higher Education, 36(2), 137–155. https://doi.org/10.1080/02602930903221444