Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom
Open accessAbstract
Peer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
This reluctance results from insufficient feedback literacy, such as insufficient understanding of assessment criteria or formative assessment.
“As theorized by Carless and Boud (2018), this reluctance is the result of insufficient feedback literacy, such as an insufficient understanding of assessment criteria (Tsivitanidou et al., 2011) or formative assessment (Ketonen et al., 2020).”
From The development of secondary students' feedback literacy: peer assessment as an intervention (2020) · cites this paper as Ketonen et al., 2020
Understanding corrective feedback as a mediator of improvement is pivotal in peer assessment, and the results of this study support that idea.
“Understanding corrective feedback as a mediator of improvement is pivotal in peer assessment (Ketonen et al., 2020; McConlogue, 2015; Tasker & Herrenkohl, 2016), and the results of this study support that idea.”
From The development of secondary students' feedback literacy: peer assessment as an intervention (2020) · cites this paper as Ketonen et al., 2020
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Qualitative Data Analysis: An Expanded Sourcebook
(1994) · Journal of Environmental Psychology · doi:10.1016/s0272-4944(05)80231-2 · Cited by 48,420 · see citing works
(1998) · Sage eBooks · Cited by 38,631 · see citing works
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · see citing works
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2× · see citing works
“Black and Wiliam (1998b) define assessment as formative when the information gathered in the assessment is “actually used to adapt the teaching to meet student needs” (p. 140).”
BackgroundMethodFormative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285 · see citing works
Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231 · see citing works
Formative assessment: a critical review
Bennett, R. E. (2011) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2010.513678 · Cited by 1,498 · see citing works
A teacher's guide to classroom research
Hopkins, D. (1985) · UBIR (University of Greater Manchester) · Cited by 1,102 · see citing works
Peer feedback: the learning element of peer assessment
Liu, N.-F., & Carless, D. (2006) · Teaching in Higher Education · doi:10.1080/13562510600680582 · Cited by 1,034 · see citing works
Topping, K. J. (2009) · Theory Into Practice · doi:10.1080/00405840802577569 · Cited by 785 · cited 1× · see citing works
“Peer assessment (PA) can be defined as “an arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners” (Topping, 2009, p. 20) and is used for formative or summative purposes (Topping, 2013).”
BackgroundAssessment in Education: Principles, Policy & Practice
Wiliam, D. (2008) · Cited by 696 · see citing works
Improving the effectiveness of peer feedback for learning
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.007 · Cited by 615 · cited 1× · see citing works
“This is in line with Gielen et al. (2010), who found that justification was more important than the accuracy of the feedback.”
ResultEffective peer assessment processes: Research findings and future directions
van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.004 · Cited by 536 · see citing works
Formative Assessment: A Meta-Analysis and a Call for Research
Kingston, N. M., & Nash, B. (2011) · Educational Measurement Issues and Practice · doi:10.1111/j.1745-3992.2011.00220.x · Cited by 443 · see citing works
On-line peer assessment and the role of the peer feedback: A study of high school computer course
Tseng, S.-C., & Tsai, C.-C. (2007) · Computers & Education · doi:10.1016/j.compedu.2006.01.007 · Cited by 293 · see citing works
Online peer assessment: effects of cognitive and affective feedback
Lu, J., & Law, N. W. Y. (2011) · Instructional Science · doi:10.1007/s11251-011-9177-2 · Cited by 272 · see citing works
Marshall, J. C., Smart, J., & Alston, D. M. (2016) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-016-9718-x · Cited by 135 · see citing works
Investigating secondary school students’ unmediated peer assessment skills
Tsivitanidou, O., Zacharia, Z. C., & Hovardas, T. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2010.08.002 · Cited by 101 · see citing works
Gotwals, A. W., Philhower, J., Cisterna, D., & Bennett, S. (2015) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-015-9623-8 · Cited by 59 · see citing works
Peers as a Source of Formative and Summative Assessment
Topping, K. J. (2013) · Sage eBooks · doi:10.4135/9781452218649.n22 · Cited by 58 · see citing works
ASSESSING STUDENTS’ EXPERIMENTATION PROCESSES IN GUIDED INQUIRY
Emden, M., & Sumfleth, E. (2014) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-014-9564-7 · Cited by 42 · see citing works
Chong, I. (2017) · Assessing Writing · doi:10.1016/j.asw.2016.07.002 · Cited by 37 · see citing works
Tsivitanidou, O., Constantinou, C. P., Labudde, P., Rönnebeck, S., & Ropohl, M. (2017) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0341-1 · Cited by 31 · see citing works
Zhu, M., & Urhahne, D. (2014) · Educational Research and Evaluation · doi:10.1080/13803611.2014.964261 · Cited by 30 · see citing works
Using Peer Feedback to Improve Students’ Scientific Inquiry
Tasker, T. Q., & Herrenkohl, L. R. (2016) · Journal of Science Teacher Education · doi:10.1007/s10972-016-9454-7 · Cited by 29 · see citing works
Ryan, J., & Gass, S. M. (2012) · Multilingual Matters eBooks · doi:10.21832/9781847697912-010 · Cited by 26 · see citing works
Anker-Hansen, J., & Andrée, M. (2019) · Research in Science & Technological Education · doi:10.1080/02635143.2018.1557628 · Cited by 23 · see citing works
Implementing Peer Assessment in a Post-Secondary (16–18) Physics Classroom
Chetcuti, D. A., & Cutajar, C. (2014) · International Journal of Science Education · doi:10.1080/09500693.2014.953621 · Cited by 16 · see citing works
Tsivitanidou, O., Zacharia, Z. C., Hovardas, T., & Nicolaou, A. (2012) · The Library of Electronic Cyprus Thematic Organized Collections (LYKYTHOS) (University of Cyprus) · Cited by 12 · see citing works
Observational analysis within case study designs
Jindal‐Snape, D., & Topping, K. J. (2010) · doi:10.4324/9780203857991-9 · Cited by 5 · see citing works
Flagged first, then by citations
Research works printed but not linked: 1
- Ryan, J., & Gass, S. (2012). Stimulated recall. In R. Barnard & A. Burns (Eds.), Researching language teacher cognition and practice: International case studies (pp. 114-161). Bristol: Multilingual Matters. Retrieved from https://www.researchgate.net/publication/267573796_Ryan_J_Gass_S_2012_ Stimulated_recall .
Cited by
Sorted by citations
The development of secondary students' feedback literacy: peer assessment as an intervention
Ketonen, L., Nieminen, P., & Hähkiöniemi, M. (2020) · The Journal of Educational Research · doi:10.1080/00220671.2020.1835794 · Cited by 57 · see citing works
“Assessees can be defensive against corrective peer feedback (Anker-Hansen & Andr ee, 2019; Ketonen et al., 2020; Tasker & Herrenkohl, 2016), and assessors may worry about assessees’ negative emotions (Cartney, 2010; Davis et al., 2007).”
BackgroundResultInfluentialSelf-citationZeng, X., & Ravindran, L. (2024) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2024.101691 · Cited by 49 · see citing works
Authentic assessment as a support for student teachers’ reflection
Ketonen, L., Körkkö, M., & Pöysä, S. (2023) · European Journal of Teacher Education · doi:10.1080/02619768.2023.2229004 · Cited by 20 · see citing works
Self-citationNoroozi, O., & Wever, B. D. (2023) · Social interaction in learning and development · doi:10.1007/978-3-031-29411-2 · Cited by 19 · see citing works
Nicholus, G., Nzabahimana, J., & Muwonge, C. M. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2346040 · Cited by 10 · see citing works
Tseng, Y., Hong, Z., & Lin, H. (2022) · Chemistry Education Research and Practice · doi:10.1039/d1rp00246e · Cited by 9 · see citing works
Huang, X., & Qiao, C. (2024) · SAGE Open · doi:10.1177/21582440241255846 · Cited by 6 · see citing works
The impact of alternative authentic assessment outcomes in Palestinian fourth grade math classrooms
Ayyoub, A., Bsharat, A., & Suleiman, M. F. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.101056 · Cited by 8 · see citing works
Design of peer assessment rubrics for ICT topics
Bowen-Mendoza, L. E., Pinargote-Ortega, M., Meza, J., & Ventura, S. (2021) · Journal of Computing in Higher Education · doi:10.1007/s12528-021-09297-9 · Cited by 5 · see citing works
Matuk, C. F., Yetman-Michaelson, L., Martin, R., Vasudevan, V., Burgas, K., Davidesco, I., Shevchenko, Y., Chaloner, K., & Dikker, S. (2023) · Instructional Science · doi:10.1007/s11251-023-09633-9 · Cited by 5 · see citing works
Is Peer Instruction in Primary School Feasible? : The Case Study in Slovenia
Pavlin, J., & Čampa, T. (2021) · European Journal of Educational Research · doi:10.12973/eu-jer.10.2.785 · Cited by 5 · see citing works
Østby, L., Sundby, E., & Jakobsen, A. N. (2024) · Journal of Chemical Education · doi:10.1021/acs.jchemed.4c00815 · Cited by 4 · see citing works
Analysis of student perceptions of problem-solving learning and peer assessment
Nesi, Y. M. D., Kusairi, S., & Nafisah, A. W. L. (2022) · Momentum Physics Education Journal · doi:10.21067/mpej.v6i1.6005 · Cited by 3 · see citing works
Offline and online peer assessment in computer engineering: Insights from a 5-year experience
Santander‐Jiménez, S., Vega-Rodríguez, M. A., Granado-Criado, J. M., Rubio‐Largo, Á., Gomez-Pulido, J. A., Gómez‐Martín, C., & Durán-Domínguez, A. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11989-x · Cited by 3 · see citing works
Case Study on the Implementation of Peer Assessment in Physics Teaching
Ješková, Z. (2025) · Journal of Physics Conference Series · doi:10.1088/1742-6596/3037/1/012015 · Cited by 1 · see citing works
Authentic assessment for NoST in secondary science: A systematic literature network analysis
Nursaadah, E., & Shabrina, A. N. (2026) · International Journal of Assessment Tools in Education · doi:10.21449/ijate.1839496 · Cited by 1 · see citing works
How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?
Ketonen, L., Nieminen, P., & Hähkiöniemi, M. (2023) · Social interaction in learning and development · doi:10.1007/978-3-031-29411-2_17 · Cited by 1 · see citing works
Self-citationPre-Service Mathematics and Physics Teachers’ Experiences of Implementing Peer-Assessment
Gkioka, O. (2022) · Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi · doi:10.17522/balikesirnef.1127523
Dalsgaard, C., Boie, M. A. K., & Prilop, C. N. (2025) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2025.2554726
Widodo, G. S., Ekohariadi, Anistyasari, Y., Sabtiawan, W. B., Rijanto, T., Zainuddin, A., Kristiandri, D., Hidayah, L., & Pratama, S. A. (2025) · Multidisciplinary Reviews · doi:10.31893/multirev.2026241
PROMPTa—A multifaceted assessment approach to develop writing skills
Puro, V., Prashanth, N. N. A., & Hariharasudan, A. (2025) · PLoS ONE · doi:10.1371/journal.pone.0337342
- Authors
- Ketonen, L., Hähkiöniemi, M., Nieminen, P., & Viiri, J.
- Affiliations
- University of Jyväskylä (FI)
- Corresponding author
- Ketonen, Laura
- Venue
- International Journal of Science and Mathematics Education
- Published
- 2020-01-02
- Volume
- 18
- Issue
- 8
- Pages
- 1465-1484
- ISSN
- 1571-0068 (ISSN-L)
- 1573-1774
- OpenAlex
- W2997288725
- Cited by
- 21
- References
- 30
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 4 · 2023: 5 · 2022: 3 · 2021: 3 · 2020: 1
- FWCI
- 4.55
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- International Journal of Science and Mathematics Education (publishedVersion, cc-by)
- Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion, cc-by)
- Funders
- University of Jyväskylä
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- peer assessment, peer feedback, inquiry-based learning, laboratory reports, formative assessment, student engagement, feedback quality, student profile, science education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
