A systematic review on peer assessment: intrapersonal and interpersonal factors

被引:39
作者
Panadero, Ernesto [1 ,2 ]
Alqassab, Maryam [3 ]
Fernandez Ruiz, Javier [4 ]
Ocampo, Jose Carlos [1 ]
机构
[1] Univ Deusto, Bilbao, Spain
[2] IKERBASQUE, Bilbao, Spain
[3] Univ Las Palmas Gran Canaria, Las Palmas Gran Canaria, Spain
[4] Univ Leon, Area Psicol Evolut & Educ, Despacho 223,Campus Vegazana S-N, Leon 24071, Spain
关键词
Peer assessment; intrapersonal factors; Interpersonal factors; social factors; human factors; systematic literature review; SELF-ASSESSMENT; STUDENTS PERCEPTIONS; FEEDBACK PERCEPTIONS; SENDERS COMPETENCE; HIGHER-EDUCATION; PERFORMANCE; FAIRNESS; VALIDITY; QUALITY; IMPACT;
D O I
10.1080/02602938.2023.2164884
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Peer assessment is a popular research topic as it takes place in multiple educational settings around the globe. Due to its nature, a number of intrapersonal and interpersonal factors are involved. Empirical research on these factors has been increasing and our aim was to systematically review them to extract conclusions about the relationships between peer assessment and intrapersonal and interpersonal factors. Using different search strategies, we reviewed 69 articles. We investigated: (1) the characteristics of the included studies, (2) the trends in the bidirectional relationships of intrapersonal <--> peer assessment and interpersonal <--> peer assessment, (3) the empirical findings in the relationships between intrapersonal factors and peer assessment, and (4) the empirical findings in the relationships between interpersonal factors and peer assessment. We identified six intrapersonal factors: motivation, self-efficacy, emotions, trust in the self as assessor, fairness, and comfort; and five interpersonal factors: social connections, trust in the other as assessor, psychological safety, value diversity/congruence, and interdependence. The results showed clear directions for some of those factors and preliminary in some of the others. This review offers directions to improve the quality of peer assessment research and explores the role of bidirectionality for future research, including an instrument to report the characteristics of future peer assessment studies to facilitate better reports and research designs.
引用
收藏
页码:1053 / 1075
页数:23
相关论文
共 88 条
[1]   A framework for designing, implementing, communicating and researching peer assessment [J].
Adachi, Chie ;
Tai, Joanna ;
Dawson, Phillip .
HIGHER EDUCATION RESEARCH & DEVELOPMENT, 2018, 37 (03) :453-467
[2]   A Systematic Review of Peer Assessment Design Elements [J].
Alqassab, Maryam ;
Strijbos, Jan-Willem ;
Panadero, Ernesto ;
Ruiz, Javier Fernandez ;
Warrens, Matthijs ;
To, Jessica .
EDUCATIONAL PSYCHOLOGY REVIEW, 2023, 35 (01)
[3]   Preservice mathematics teachers' beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task [J].
Alqassab, Maryam ;
Strijbos, Jan-Willem ;
Ufer, Stefan .
ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 2019, 44 (01) :139-154
[4]   Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels [J].
Alqassab, Maryam ;
Strijbos, Jan-Willem ;
Ufer, Stefan .
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 2018, 33 (01) :11-30
[5]   Automatic assignment of reviewers in an online peer assessment task based on social interactions [J].
Anaya, Antonio R. ;
Luque, Manuel ;
Leton, Emilio ;
Hernandez-del-Olmo, Felix .
EXPERT SYSTEMS, 2019, 36 (04)
[6]   Effects of written peer-feedback content and sender's competence on perceptions, performance, and mindful cognitive processing [J].
Berndt, Markus ;
Strijbos, Jan-Willem ;
Fischer, Frank .
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 2018, 33 (01) :31-49
[7]   Students' experience of making and receiving peer assessment: the effect of self-assessed knowledge and trust [J].
Carlsson Hauff, Jeanette ;
Nilsson, Jonas .
ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 2022, 47 (06) :959-971
[8]   Students' perceptions of fairness in peer assessment: evidence from a problem-based learning course [J].
Carvalho, Ana .
TEACHING IN HIGHER EDUCATION, 2013, 18 (05) :491-505
[9]   Integration of the peer assessment approach with a virtual reality design system for learning earth science [J].
Chang, Shao-Chen ;
Hsu, Ting-Chia ;
Jong, Morris Siu-Yung .
COMPUTERS & EDUCATION, 2020, 146
[10]   From design to reflection: Effects of peer-scoring and comments on students' behavioral patterns and learning outcomes in musical theater performance [J].
Chen, I-Ching ;
Hwang, Gwo-Jen ;
Lai, Chiu-Lin ;
Wang, Wei-Chun .
COMPUTERS & EDUCATION, 2020, 150