The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis

Autor/inn/en	Li, Hongli; Bialo, Jacquelyn A.; Xiong, Yao; Hunter, Charles Vincent; Guo, Xiuyan
Titel	The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis
Quelle	In: Applied Measurement in Education, 34 (2021) 3, S.179-203 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Hongli) ORCID (Bialo, Jacquelyn A.) ORCID (Hunter, Charles Vincent) ORCID (Guo, Xiuyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2021.1933980
Schlagwörter	Peer Evaluation; Outcomes of Education; Educational Research; Learning Strategies; Cognitive Structures; Effect Size; Student Improvement + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive structure; Kognitive Struktur
Abstract	Peer assessment is increasingly being used as a pedagogical tool in classrooms. Participating in peer assessment may enhance student learning in both cognitive and non-cognitive aspects. In this study, we focused on non-cognitive aspects by performing a meta-analysis to synthesize the effect of peer assessment on students' non-cognitive learning outcomes. After a systematic search, we included 43 effect sizes from 19 studies, which mostly involved learning strategies and academic mind-sets as non-cognitive outcomes. Using a random effects model, we found that students who had participated in peer assessment showed a 0.289 standard deviation unit improvement in non-cognitive outcomes as compared to students who had not participated in peer assessment. Further, we found that the effect of peer assessment on non-cognitive outcomes was significantly larger when both scores and comments were provided to students or when assessors and assessees were matched at random. Our findings can be used as a basis for further investigation into how best to use peer assessment as a learning tool, especially to promote non-cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01