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

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Applied Measurement in Education Pub Date : 2021-07-03 DOI:10.1080/08957347.2021.1933980

Hongli Li, Jacquelyn A. Bialo, Yao Xiong, C. Hunter, Xiuyan Guo

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引用次数: 11

Abstract

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.

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同伴评价对非认知结果的影响:一项元分析

同行评估越来越多地被用作课堂教学工具。参与同伴评估可以提高学生在认知和非认知方面的学习。在本研究中，我们通过荟萃分析来综合同伴评价对学生非认知学习成果的影响，重点关注非认知方面。经过系统搜索，我们纳入了来自19项研究的43个效应值，这些研究主要涉及学习策略和学术心态作为非认知结果。使用随机效应模型，我们发现参加同伴评估的学生在非认知结果上比没有参加同伴评估的学生有0.289个标准差单位的改善。此外，我们发现同伴评估对非认知结果的影响在分数和评论都提供给学生或当评估者和被评估者随机匹配时显着更大。我们的研究结果可以作为进一步研究如何最好地利用同伴评估作为学习工具的基础，特别是促进非认知发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Measurement in Education Multiple-

CiteScore

2.50

自引率

13.30%

发文量

期刊介绍： Because interaction between the domains of research and application is critical to the evaluation and improvement of new educational measurement practices, Applied Measurement in Education" prime objective is to improve communication between academicians and practitioners. To help bridge the gap between theory and practice, articles in this journal describe original research studies, innovative strategies for solving educational measurement problems, and integrative reviews of current approaches to contemporary measurement issues. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review.