The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis

Zheng, Lanqin; Zhang, Xuan; Cui, Panpan

doi:10.1080/02602938.2019.1644603

Cited by 75Student Assessment and FeedbackInnovative Teaching and Learning MethodsEvaluation of Teaching Practices

The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis

Zheng, Lanqin, Zhang, Xuan, Cui, Panpan·2020·Assessment & Evaluation in Higher Education

DOI 10.1080/02602938.2019.1644603

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Abstract

Technology-facilitated peer assessment is gaining increasing attention. However, evidence for the contribution of technology-facilitated peer assessment to learning achievements has not been investigated. The present meta-analysis integrated findings on the effects of technology-facilitated peer assessment based on two main elements: (1) technology-facilitated peer assessment, (2) the use of extra supporting strategies in technology-facilitated peer assessment. A total of 37 empirical studies published from 1999 to 2018 were selected and analysed. Results indicated that technology-facilitated peer assessment had a significant and medium effect on learning achievements with an overall mean effect size of 0.576. The use of extra supporting strategies in technology-facilitated peer assessment also produced a positive and medium effect on students’ learning achievements with an overall mean effect size of 0.543. Different moderator variables, such as task types, assessment modes, training for assessors, durations, grouping types and assessment methods were related to different effect sizes. The results together with the implications for both practice and research are discussed.

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Among types of instructional support Zheng et al. investigated, peer-feedback rules and extra tools had significant and medium-sized positive effects on achievement.
“Among the types of instructional support Zheng et al. (2020) investigated,”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Zheng et al., 2020
Receiving training during peer-feedback can improve learning.
“Further, Zheng et al. (2020) found in moderator analyses that receiving training during peerfeedback can improve learning.”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Zheng et al., 2020
Technology-facilitated peer-feedback had moderate positive effects on learning achievement compared to non-technology-facilitated peer-feedback.
“Their results revealed that technologyfacilitated peer-feedback had moderate positive effects on learning achievement compared to non-technology-facilitated peer-feedback.”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Zheng et al., 2020
Use of supplemental instructional support compared to no instructional support led to medium positive effects on learning achievement.
“In addition, the use of supplemental instructional support compared to no instructional support led to medium positive effects on learning achievement.”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Zheng et al., 2020

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Authors: Zheng, L., Zhang, X., & Cui, P.
Affiliations: Beijing Normal University (CN)
Corresponding author: Zheng, Lanqin
ORCID: Zheng, Lanqin
Zhang, Xuan
Venue: Assessment & Evaluation in Higher Education
Publisher: Informa UK Limited
Published: 2019-07-31
Volume: 45
Issue: 3
Pages: 372-386
ISSN: 0260-2938 (ISSN-L)
1469-297X
DOI: 10.1080/02602938.2019.1644603
OpenAlex: W2965283781
Cited by: 75
References: 58
Citations by year: 2026: 9 · 2025: 13 · 2024: 9 · 2023: 14 · 2022: 10 · 2021: 16 · 2020: 3 · 2013: 1
FWCI: 2.08
Type: journal article
Language: en
Open access: closed
Locations: Assessment & Evaluation in Higher Education (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: peer assessment, academic performance, higher education, assessment mode, task type, assessor training, moderators of effect size

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The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis

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