The Effect of Peer Assessment on Academic Performance: A Meta-Analysis of Peer-Assessment Intervention Studies

• In Event: 43.072 - Learning About Meta-Analysis and Meta-Analyses About Learning: Methods and Applications of Research Synthesis

Abstract

Peer-assessment is central to the formative assessment process and educators have moved to integrate peer-assessment into classroom practice. However, research synthesis on peer- assessment has largely relied on narrative reviews to evaluate its efficacy. Here we present a meta-analysis (41 studies, k = 92) of (quasi) experimental studies that evaluated the formative effect of peer-assessment on academic performance. Results suggested that peer-assessment improves academic performance compared with no-assessment (g = 0.53, p < .001), and is as effective as teacher-assessment (g = 0.13, p = .352). The impact of peer-assessment was larger for non-tertiary students and when written feedback was included. These findings provide robust support for peer-assessment as a formative assessment practice.

Authors

• Kit Spenser Double, University of Oxford

• Joshua Aaron McGrane, University of Oxford

• Therese N. Hopfenbeck, University of Oxford