A Systematic Review of Peer Assessment Design Elements

Dataset is available online via: https://osf.io/728sc/?view_only=cdc919edc1fe4dbf82775cc307094f62

Detalles Bibliográficos
Autores: Alqassab, Maryam, Strijbos, Jan-Willem, Panadero, Ernesto, Fernández Ruiz, Javier, Warrens, Matthijs, To, Jessica
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/733120
Acceso en línea:https://hdl.handle.net/10486/733120
https://dx.doi.org/10.1007/s10648-023-09723-7
Access Level:acceso abierto
Palabra clave:Peer assessment
Instructional design
Peer assessment diversity
Systematic review
Psicología
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spelling A Systematic Review of Peer Assessment Design ElementsAlqassab, MaryamStrijbos, Jan-WillemPanadero, ErnestoFernández Ruiz, JavierWarrens, MatthijsTo, JessicaPeer assessmentInstructional designPeer assessment diversitySystematic reviewPsicologíaDataset is available online via: https://osf.io/728sc/?view_only=cdc919edc1fe4dbf82775cc307094f62The growing number of peer assessment studies in the last decades created diverse design options for researchers and teachers to implement peer assessment. However, it is still unknown if there are more commonly used peer assessment formats and design elements that could be considered when designing peer assessment activities in educational contexts. This systematic review aims to determine the diversity of peer assessment designs and practices in research studies. A literature search was performed in the electronic databases PsycINFO, PsycARTICLES, Web of Science Core Collection, Medline, ERIC, Academic Search Premier, and EconLit. Using data from 449 research studies (derived from 424 peer-reviewed articles), design differences were investigated for subject domains, assessment purposes, objects, outcomes, and moderators/mediators. Arts and humanities was the most frequent subject domain in the reviewed studies, and two-third of the studies had a formative purpose of assessment. The most used object of assessment was written assessment, and beliefs and perceptions were the most investigated outcomes. Gender topped the list of the investigated moderators/mediators of peer assessment. Latent class analysis of 27 peer assessment design elements revealed a five-class solution reflecting latent patterns that best describe the variability in peer assessment designs (i.e. prototypical peer assessment designs). Only ten design elements significantly contributed to these patterns with an associated effect size R2 ranging from .204 to .880, indicating that peer assessment designs in research studies are not as diverse as they theoretically can beThe first author’s research was funded by the German Elite Network of Bavaria (Reference Number: K-GS-2012-209) during the initial conceptualization and data search stages (March 2014 – October 2016), and by the Spanish Ministry of Science and Innovation (Ministerio de Ciencia e Innovación) under the Juan de la Cierva Incorporación program (Reference number: IJC2020-043302-I) during the first and second revisions of this manuscript (April 2022 – August 2022). Open Access funding provided thanks to the CRUE-CSIC agreement with Springer NatureSpringerDepartamento Interfacultativo: Facultad de Formación de Profesorado y Educación y Facultad de PsicologíaDepartamento de Psicología Evolutiva y de la EducaciónFacultad de PsicologíaAgencia Estatal de Investigación20232023-03-01review articlehttp://purl.org/coar/resource_type/c_dcae04bcVoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10486/733120https://dx.doi.org/10.1007/s10648-023-09723-7reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7331202026-06-23T12:46:27Z
dc.title.none.fl_str_mv A Systematic Review of Peer Assessment Design Elements
title A Systematic Review of Peer Assessment Design Elements
spellingShingle A Systematic Review of Peer Assessment Design Elements
Alqassab, Maryam
Peer assessment
Instructional design
Peer assessment diversity
Systematic review
Psicología
title_short A Systematic Review of Peer Assessment Design Elements
title_full A Systematic Review of Peer Assessment Design Elements
title_fullStr A Systematic Review of Peer Assessment Design Elements
title_full_unstemmed A Systematic Review of Peer Assessment Design Elements
title_sort A Systematic Review of Peer Assessment Design Elements
dc.creator.none.fl_str_mv Alqassab, Maryam
Strijbos, Jan-Willem
Panadero, Ernesto
Fernández Ruiz, Javier
Warrens, Matthijs
To, Jessica
author Alqassab, Maryam
author_facet Alqassab, Maryam
Strijbos, Jan-Willem
Panadero, Ernesto
Fernández Ruiz, Javier
Warrens, Matthijs
To, Jessica
author_role author
author2 Strijbos, Jan-Willem
Panadero, Ernesto
Fernández Ruiz, Javier
Warrens, Matthijs
To, Jessica
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Departamento Interfacultativo: Facultad de Formación de Profesorado y Educación y Facultad de Psicología
Departamento de Psicología Evolutiva y de la Educación
Facultad de Psicología
Agencia Estatal de Investigación
dc.subject.none.fl_str_mv Peer assessment
Instructional design
Peer assessment diversity
Systematic review
Psicología
topic Peer assessment
Instructional design
Peer assessment diversity
Systematic review
Psicología
description Dataset is available online via: https://osf.io/728sc/?view_only=cdc919edc1fe4dbf82775cc307094f62
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-03-01
dc.type.none.fl_str_mv review article
http://purl.org/coar/resource_type/c_dcae04bc
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10486/733120
https://dx.doi.org/10.1007/s10648-023-09723-7
url https://hdl.handle.net/10486/733120
https://dx.doi.org/10.1007/s10648-023-09723-7
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
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