Peer Assessment

By Keith Topping. 2009

734 citations recorded by the source corpus.

Peer assessment is an arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners. Products to be assessed can include writing, oral presentations, portfolios, test performance, or other skilled behaviors. Peer assessment can be summative or formative. A formative view is presented here, in which the intent is to help students help each other plan their learning, identify their strengths and weaknesses, target areas for remedial action, and develop metacognitive and other personal and professional skills. Peer feedback is available in greater volume and with greater immediacy than teacher feedback. A peer assessor with less skill at assessment but more time in which to do it can produce an assessment of equal reliability and validity to that of a teacher. This article describes effective approaches to peer assessment and encourages teachers to incorporate it into their practice.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/d2a42b8ff1f80a427f5551dde30efaa6af3063f0

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In Education

Citations in the corpus

Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review (2017, background): “The benefits of using peer assessment and review in teaching include the capacity to give feedback to large numbers (Topping 2009), and the transferable skills gained by students during the process (Morris 2001).”
The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2018, background): “While these assessment types differ substantially in terms of their cognitive complexity and comprehensiveness, each has shown at least some evidence of impactive academic performance (e.g., Sanchez et al. 2017; Smith et al. 2009; Topping 2009).”
The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, background): “Peer review or peer feedback is one way for students to comment on other students’ work (Topping, 2009).”
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018, background): “The second argument relates to the logistic and economic benefits of peer feedback, and revolves around the notion that peer feedback can be available in greater volume and with greater immediacy compared to teacher feedback (Topping 2009; Cho and MacArthur 2010).”
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, positive): “Peer assessment has a similar trajectory with an earlier line of research on peer-grading accuracy (Topping, 2003) and a growing interest on peer assessment effects on learning, increasingly frequently known as peer feedback (Sluijsmans, 2002; Topping, 2009; van Zundert, 2012).”
Giving or receiving feedback: which is more beneficial to students’ learning? (2018, background): “Providing feedback in small groups is beneficial to both the assessor (e.g. Topping 2009) and the assessee (e.g. Tsivitanidou, Zacharia, and Hovardas 2011) and represents an excellent opportunity for learning (e.g. Carless and Chang 2016).”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “This should also be considered when setting up assessment related research (Topping, 2009).”