Peer-assessment in higher education--Twenty-first Century practices, challenges and the way Forward
Abstract
Peer assessment in higher education has been studied for decades. Despite the substantial amount of research carried out, peer assessment has yet to make significant advances. This review identifies themes of recent research and highlights the challenges that have hampered its advance. Most of these challenges arise from the manual nature of peer assessment practices, which prove intractable as the number of students involved increases. Practitioners of the discipline are urged to forge affiliations with closely related fields and other disciplines, such as computer science, in order to overcome these challenges.
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Other review studies also noted this limitation.
“This limitation was also noted by other review studies (e.g., Alqassab et al., 2023; Ashenafi, 2017).”
From A systematic review of the key components of online peer feedback practices in higher education (2024) · cites this paper as Ashenafi, 2017
This finding clearly contrasts the claim by Ashenafi (2017) that 'Gender effects are the least studied factors in peer assessment in higher education'.
“This clearly contrasts the claim by Ashenafi (2017) that 'Gender effects are the least studied factors in peer assessment in higher education… ' (p. 232).”
From A systematic review of peer assessment design elements (2023) · cites this paper as Ashenafi (2017)
The (proto)typical peer assessment design described by Ashenafi (2017) clearly does not match with any of the five latent design patterns identified, despite around 84% of included studies being conducted in higher education.
“Yet, this (proto)typical design clearly does not match with any of the five latent design patterns we identified, despite the fact that around 84% of the studies we included have been conducted in higher education (including postgraduate).”
From A systematic review of peer assessment design elements (2023) · cites this paper as Ashenafi (2017)
Ashenafi (2017) found that most PA activities are non-iterative and not fully integrated into the whole educational program, which makes it hard to measure the impact of PA on long-term learning.
“The literature review by Ashenafi (2017) found that most PA activities are non-iterative, and not fully integrated into the whole educational program, which makes it hard to measure the impact of PA on long-term learning (Ashenafi, 2017).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Ashenafi, 2017
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- Authors
- Ashenafi, M. M.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2015-10-19
- Volume
- 42
- Issue
- 2
- Pages
- 226-251
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W1785201945
- Cited by
- 120
- References
- 74
- Citations by year
- 2026: 3 · 2025: 15 · 2024: 15 · 2023: 15 · 2022: 13 · 2021: 19 · 2020: 12 · 2019: 10 · 2018: 10 · 2017: 6 · 2016: 2
- FWCI
- 29.91
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Iris (University of Trento) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- peer assessment, higher education, interdisciplinary collaboration, student assessment
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