Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks

By N. Falchikov, J. Goldfinch. 2000

1,272 citations recorded by the source corpus.

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Citations in the corpus

Peer assessment without assessment criteria (2014, result): “We found that the students performed well, and our results compare favourably to those summarised in the meta-analysis by Falchikov and Goldfinch (2000). Further, the high inter-rater reliability of the two expert groups provides assurance that assessment in the absence of criteria can be a useful a”
EFL classroom peer assessment: Training effects on rating and commenting (2008, background): “In fact, a meta-analysis (Falchikov & Goldfinch, 2000) of teacher–peer assessment correlation retrieved from 56 studies in the general education literature generated a mean r of .69 (roughly equal to .47 when squared), which is similar to the present study.”
Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment (2009, positive): “At least at the tertiary level, there are studies that have shown that self- and peer-assessments can be made to count and are reasonably wellcorrelated with teacher grading (Cho, Schunn, & Wilson, 2006; Falchikov & Boud, 1989; Falchikov & Goldfinch, 2000).”
Free Riding in Group Projects and the Effects of Timing, Frequency, and Specificity of Criteria in Peer Assessments (2003, background): “…researchers that peer evaluations are the least effective tool for improving group performance may not surprise (Strong & Anderson, 1990); this perception of ineffectiveness may have limited the extent to which educators have used peer evaluations (Falchikov & Goldfinch, 2000; Macpherson, 1999).”
The development of science activities via on-line peer assessment: the role of scientific epistemological views (2009, background): “First, the validity of peer assessment, a fundamental issue for peer assessment research ( Falchikov and Goldfinch 2000; Topping 1998), was examined by the correlations between the scores marked by peers and those graded by expert.”
Accountability in peer assessment: examining the effects of reviewing grades on peer ratings and peer feedback (2018, background): “This research has demonstrated that students are capable of providing reliable and valid ratings (Cho, Schunn, and Wilson 2006; Falchikov and Goldfinch 2000).”
Investigating the capacity of self and peer assessment activities to engage students and promote learning (2010, methodology): “Background The use of self and peer assessment has been widely reported in the literature (Goldfinch and Raeside 1990, Goldfinch 1994, Falchikov and Goldfinch 2000).”
The assessment cycle: a model for learning through peer assessment (2016, background): “…grades; these studies show *Email: daniel.reinholz@colorado.edu © 2015 Taylor & Francis Assessment & Evaluation in Higher Education, 2016 Vol. 41, No. 2, 301–315, http://dx.doi.org/10.1080/02602938.2015.1008982 that peer grades generally agree with instructor grades (Falchikov and Goldfinch 2000).”
Student perceptions of peer assessment: an interdisciplinary study (2014, background): “It was therefore considered essential to explain the items to students in detail, so that they might adopt and apply them in a more reasoned way (Cestone, Levine, and Lane 2008; Falchikov and Goldfinch 2000; Lane 2007).”
Peer and self assessment in massive online classes (2013, background): “In-class peers can assess each other well [Falchikov and Goldﬁnch 2000; Carlson and Berry 2003; Gerdeman et al. 2007].”
Handbook of Research on Learning and Instruction (2011, background): “Although research examining these variables in association with motor skill learning is progressing, at the present time it is not yet possible to draw conclusions about the association between these variables and motor skill development.”