A Systematic Review of Technology-Supported Peer Assessment Research

The International Review of Research in Open and Distributed Learning

View Publication Info
 
 
Field Value
 
Title A Systematic Review of Technology-Supported Peer Assessment Research
 
Creator Zheng, Lanqin
Chen, Nian-Shing
Cui, Panpan
Zhang, Xuan
 
Subject systematic review
activity theory
collaborative learning
peer assessment
 
Description With the advancement of information and communication technologies, technology-supported peer assessment has been increasingly adopted in education recently. This study systematically reviewed 134 technology-supported peer assessment studies published between 2006 and 2017 using a developed analysis framework based on activity theory. The results found that most peer assessment activities were implemented in social science and higher education in the past 12 years. Acting assignments such as performance, oral presentations, or speaking were the least common type of assignments assessed across the studies reviewed. In addition, most studies conducted peer assessment anonymously and assessors and assessees were randomly assigned. However, most studies implemented only one round of peer assessment and did not provide rewards for assessors. Across studies, it was more often the case that students received unstructured feedback from their peers than structured feedback. Noticeably, collaborative peer assessment did not receive enough attention in the past 12 years. Regarding the peer assessment tools, there were more studies that adopted general learning management systems for peer assessment than studies that used dedicated peer assessment tools. However, most tools used within these studies only provide basic functionalities without scaffolding. Furthermore, the results of cross analysis reveal that there are significant relationships between learning domains and anonymity as well as learning domains and assessment durations. Significant relationships also exist between assignment types and learning domains as well as assignment types and assessment durations.
 
Publisher Athabasca University Press
 
Date 2019-08-02
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
 
Format text/html
audio/mpeg
application/epub+zip
application/pdf
 
Identifier http://www.irrodl.org/index.php/irrodl/article/view/4333
10.19173/irrodl.v20i5.4333
 
Source The International Review of Research in Open and Distributed Learning; Vol 20 No 5 (2019); 168-191
1492-3831
 
Language eng
 
Relation http://www.irrodl.org/index.php/irrodl/article/view/4333/5218
http://www.irrodl.org/index.php/irrodl/article/view/4333/5219
http://www.irrodl.org/index.php/irrodl/article/view/4333/5263
http://www.irrodl.org/index.php/irrodl/article/view/4333/5264
 
Rights Copyright (c) 2019 Lanqin Zheng, Nian-Shing Chen, Panpan Cui, Xuan Zhang
https://creativecommons.org/licenses/by/4.0
 

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