Poster #24 - Does Peer Assessment Improve Student Learning? A Meta-Analysis

• In Event: 43.081 - MTCC Poster Session Nine
  In Poster Session: 43.081-3 - The Diversity of Classroom Assessment Research

Abstract

Despite the wide use of peer assessment in classrooms, there is insufficient and inconsistent empirical evidence in regard to the effect of peer assessment on student learning. In this study, we conducted a meta-analysis to synthesize the general effect of peer assessment on student learning and further examined the factors that influenced such effect. This meta-analysis indicates that the effect of peer assessment on student learning is positive and meaningful. It also reveals how study characteristics influence the effect of peer assessment on student learning. The results of this meta-analysis are expected to inform researchers and teachers of how to make effective use of peer assessment as a learning tool.

Authors

• Hongli Li, Georgia State University

• Yao Xiong, University of Pittsburgh

• Charles Vincent Hunter, AdvancED | Measured Progress

• Xiuyan Guo, Emory and Henry College

• Rurik Tywoniw, Georgia State University