The DOI matches its Crossref record.
Peer Learning and Assessment
Abstract
Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However, many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in connection with peer learning and suggests ways in which the benefits of this approach can be maintained while still meeting the formal assessment requirements of the course. It discusses the use of group assessment, peer feedback and self‐assessment, assessment of participation and negotiated assessment and concludes with the identification of a number of issues which remain to be addressed.
Overview
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
Verification
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.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Sustainable Assessment: Rethinking assessment for the learning society
Boud, D. (2000) · Studies in Continuing Education · doi:10.1080/713695728 · Cited by 1,545
Self-citationPeer 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
Kittur, A., Nickerson, J. V., Bernstein, M., Gerber, E., Shaw, A., Zimmerman, J., Lease, M., & Horton, J. (2013) · Proceedings of the 2013 conference on Computer supported cooperative work · doi:10.1145/2441776.2441923 · Cited by 1,034
Yorke, M. (2003) · Higher Education · doi:10.1023/a:1023967026413 · Cited by 973
Effective 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
Xiao, Y., & Lucking, R. (2008) · The Internet and Higher Education · doi:10.1016/j.iheduc.2008.06.005 · Cited by 243
Panadero, E., Romero, M., & Strijbos, J.-W. (2013) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2013.10.005 · Cited by 195
Video-based feedback on student assessment: scarily personal
Henderson, M., & Phillips, M. (2015) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1878 · Cited by 186
Improving student peer feedback
Nilson, L. B. (2003) · College Teaching · doi:10.1080/87567550309596408 · Cited by 172
Assessment for social justice: the role of assessment in achieving social justice
McArthur, J. (2016) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1053429 · Cited by 137
Training teachers in peer-assessment skills: effects on performance and perceptions
Sluijsmans *, D. M. A., Brand-Gruwel, S., van Merriënboer, J. J. G., & Martens, R. L. (2004) · Innovations in Education and Teaching International · doi:10.1080/1470329032000172720 · Cited by 127
Student-Generated Content: Enhancing learning through sharing multiple-choice questions
Hardy, J., Bates, S. P., Casey, M. M., Galloway, K. W., Galloway, R. K., Kay, A. E., Kirsop, P., & McQueen, H. A. (2014) · International Journal of Science Education · doi:10.1080/09500693.2014.916831 · Cited by 119
‘Just enough to make you take it seriously’: exploring students’ attitudes towards peer assessment
McGarr, O., & Clifford, A. M. (2013) · Higher Education · doi:10.1007/s10734-012-9570-z · Cited by 98
What if pupils can assess their peers anonymously? A quasi-experimental study
Vanderhoven, E., Raes, A., Montrieux, H., Rotsaert, T., & Schellens, T. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.10.001 · Cited by 96
Peer assessment: judging the quality of students’ work by comments rather than marks
Davies, P. (2006) · Innovations in Education and Teaching International · doi:10.1080/14703290500467566 · Cited by 94
Raes, A., Vanderhoven, E., & Schellens, T. (2015) · Studies in Higher Education · doi:10.1080/03075079.2013.823930 · Cited by 78
Lai, C.-L., & Hwang, G.-J. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.02.011 · Cited by 78
Deeley, S. J., Fischbacher-Smith, M., Karadzhov, D., & Koristashevskaya, E. (2019) · Higher Education Pedagogies · doi:10.1080/23752696.2019.1644659 · Cited by 76
Self‐assessment and the disadvantaged student: potential for encouraging self‐regulated learning?
Kirby, N. F., & Downs, C. T. (2007) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930600896464 · Cited by 70
Cheng, X., & Zhang, L. J. (2024) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2024.101337 · Cited by 62
Viva Voce (Oral Examination) as an Assessment Method: Insights From Marketing Students
Pearce, G., & Lee, G. (2009) · Journal of Marketing Education · doi:10.1177/0273475309334050 · Cited by 60
Valero Haro, A., Noroozi, O., Biemans, H. J. A., & Mulder, M. (2019) · Journal of Biological Education · doi:10.1080/00219266.2018.1472132 · Cited by 59
Wilson, M. J., Diao, M. M., & Huang, L. (2015) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.881980 · Cited by 59
Yu, F.-Y., & Wu, C.-P. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.05.012 · Cited by 50
Connecting teacher and student assessment literacy with self-evaluation and peer feedback
Deneen, C. C., & Hoo, H.-T. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1967284 · Cited by 48
Doing it for themselves: students creating a high quality peer-learning environment
Galloway, K. W., & Burns, S. (2015) · Chemistry Education Research and Practice · doi:10.1039/c4rp00209a · Cited by 47
Peer feedback in a large undergraduate blended course: Perceptions of value and learning
Ertmer, P. A., Richardson, J. C., Lehman, J. D., Newby, T. J., Cheng, X. (., Mong, C., & Sadaf, A. (2010) · Journal of Educational Computing Research · doi:10.2190/ec.43.1.e · Cited by 40
Anonymous Peer Assessment of Medication Management Reviews
Basheti, I. A., Ryan, G., Woulfe, J., & Bartimote-Aufflick, K. (2010) · American Journal of Pharmaceutical Education · doi:10.5688/aj740577 · Cited by 37
Group peer assessment for summative evaluation in a graduate-level statistics course for ecologists
ArchMiller, A., Fieberg, J., Walker, J. D., & Holm, N. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1243219 · Cited by 25
Lee, P.-C., Lin, C.-T., & Kang, H.-H. (2016) · Quality & Quantity · doi:10.1007/s11135-015-0160-x · Cited by 22
Davis, L. E. (2014) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe7810191 · Cited by 12
Academic integrity and oral examination: an Arabian Gulf perspective
Thomas, J., Raynor, M., & McKinnon, M. (2014) · Innovations in Education and Teaching International · doi:10.1080/14703297.2013.796724 · Cited by 10
Geng, G., Midford, R., Buckworth, J., & Kersten, T. (2017) · Student Success · doi:10.5204/ssj.v8i1.363 · Cited by 4
Lin, Y., Zhang, Y., Yang, Y., Lu, Y., Zhou, P., & Wang, Y. (2024) · Journal of Computing in Higher Education · doi:10.1007/s12528-023-09374-1 · Cited by 3
Metadata
- Authors
- Boud, D., Cohen, R., & Sampson, J.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 1999-12
- Volume
- 24
- Issue
- 4
- Pages
- 413-426
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2078174348
- Cited by
- 1,032
- References
- 0
- FWCI
- 27.75
- Type
- journal article
- Language
- en
- Open access
- closed
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
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
