The Impact of Self- and Peer-Grading on Student Learning

“Other research indicates specific aspects of performance may be enhanced, including critical thinking and problem-solving (Sadler & Good, 2006; Schafer, Swanson, Bene, & Newberry, 2001).”

“Peer assessment is a process by which learners can evaluate peers’ products based on assessment criteria (Sadler & Good, 2006).”

“Peer reviewing is a process by which learners provide formative feedback to each other on an individual task based on assessment criteria (Sadler and Good, 2006; Rietsche and Söllner, 2019).”

“Our findings are in agreement with what has been reported by Sadler and Good (2006) and Sung, Chang, Chiou, and Hou (2005) who found a large amount of consistency between peer/selfassessments and teacher assessment.”

“Sadler and Good (2006) and El-Mowafy (2014) argue that students generally in fl ate their own scores while underestimating the contributions of their team mates.”

“…la façon dont elle est pilotée par l’enseignant ainsi que ce qui est conçu comme ses effets qui retiennent l’attention des chercheurs (par exemple, sadler & Good, 2006 ; topping, 2009). l’investigation de higgins, harris et Kuehn (1994) dans le cadre de l’enseignement primaire examine la…”

“Several studies have shown that students can additionally learn when evaluating work of other students [22], but these findings are not universal [19].”

“…that this might have been as a result of the teacher’s strictness in scoring is in line with (but the other finding that self-assessors used a more lax scoring standard than peer-assessors did is in sharp contrast to)findings by Chang et al. (2012), Lin et al. (2001), and Sadler and Good (2006).”

“Sadler and Good (2006) and Topping (2009) provide a detailed summary of PA and its perceived value.”

“Several studies investigated the effectiveness in terms of either the benefits of peer review (Iglesias Perez et al., 2020; Wu & Schunn, 2023) or self-assessment (Sadler & Good, 2006; Zhang & Zhang, 2022).”

“For example, to reap the benefits of erring, it is important that learners personally commit errors, rather than merely observe or correct others’ errors (Metcalfe & Xu, 2018; Sadler & Good, 2006).”

“The peer-review process enables students to refine their comprehension and enhance their ability to analyze, evaluate, and synthesize material (Sadler & Good, 2006).”

“Engaging students in peer feedback helps develop skills for reflection, self-regulation, and critical thinking (Boud, 2001; Dochy, Segers, & Sluijsmans, 1999; Lin, Liu, & Yuan, 2001; P. M. Sadler & Good, 2006).”

“Sadler and Good (2006) noticed that students slightly underestimate the work of their colleagues, whereas they overestimate their own.”

“Teacherguided practice to evaluate samples of student work using rubrics is yet another way to develop self-evaluation skills in the context of academic instruction (Chan et al., 2014; Saddler & Good, 2006).”

“Even middle school students' peer ratings can be remarkably aligned to teacher ratings (e.g., correlations of greater than .9, or quadratic weighted Kappas of .85; Sadler & Good, 2006).”

“In the present research, undergraduate participants provided peer feedback on a writing sample (a task familiar to this cohort; Sadler & Good, 2006), so it was important to establish that they understood what comprised helpful and motivating feedback.”

“Self-grading appears to result in increased student learning when compared with peer grading [12].”

“Self-grading can result in increased student learning relative to peer grading strategies (Sadler & Good, 2006).”

“…light of the ample amount of research findings in support of peer and self-assessments at various levels of education, including primary education (Sadler & Good, 2006), secondary (Tseng & Tsai, 2007) and higher education, including teacher education (Chang, 2011; Ertmer et al., 2007; Khonbi &…”

“One of the key challenges in peer grading is how to motivate students to grade assignments diligently (Sadler and Good 2006; Liu and Chen 2016; Shnayder et al. 2016).”

“For example, peer group assessment transforms assessment into a form of feedback for more effective learning instead of acting as a kind of punishment (Sadler & Good, 2006).”

“This result is consistent with an earlier empirical study by Sadler and Good (2006) in which they found that student raters gave significantly lower grades to top performing students than the instructor did.”

“prior discussion and practice in using the rubrics assessment tool to enhance student feedback for task improvement [21].”

“Several studies have found that providing feedback leads to improvement in the reviewer’s writing [2], especially when the students provide constructive feedback [3] and put effort into the process [4].”

“The tandem of peer and self-assessment, used in conjunction with conventional instructor assessment, promises the benefits of high-level learning (Bostock, 2000; Boud & Falchikov, 1989; Falchikov & Boud, 1989; Sadler & Good, 2006; Sargeant et al., 2008).”

“The process also experienced that the high performers also awarded high marks to low performers; this same problem was experienced in [8].”

“Moreover, even if it relies on grades assigned by intrinsically unreliable graders (the students), the application of peer grading also presents logistics advantages in saving teacher’s time and providing fast feedback to the class (Sadler & Good, 2006).”

“…of interest is the question of whether having students calculate their own scores has any pedagogical value, as would be suggested by the work of Sadler and Good (2006) who, using a test-retest learning paradigm, found that self-grading produces gains in test performance larger than would be…”

“Research has shown that, despite its potential benefits, students are often reluctant to engage in peer assessment, especially when peer grading is an outcome (Liu and Carless 2006; Sadler and Good 2006; Kaufman and Schunn 2011).”

“In particular, miscalibration is explored, which, for the purpose of our study, refers to the difference in perceptions of a KA ’ s quality between the creator and peer evaluators (Kruger and Dunning 2002; Sadler and Good 2006; Sargeant et al. 2008.”

“Peer assessment brings pedagogical, metacognitive and affective benefits [52], supporting the social presence of students and allowing them to compare different approaches and employ critical judgment.”

“Sadler (2006) points out that although a teacher can provide environments to facilitate growth or progress, the student is the one who must take action to fill the "gap" between where she currently is in terms of understanding and where she is heading.”

“…reviews matched other students or instructor reviews (Falchikov and Goldfinch 2000; Gehringer 2001; Liu, Lin et al. 2002; Hamer, Ma et al. 2005; Sadler and Good 2006; Tseng and Tsai 2007; van Hattum-Janssen and Lourenco 2008) Basic student motivation and attitudes towards peer review (Liu…”

“Over 70% of the studies find reliability and validity adequate (Sadler & Good, 2006); a minority find them variable (Falchikov & Goldfinch, 2000; Topping, 1998).”

“Research suggests this approach yields comparable outcomes to traditional teacher assessments (Sadler & Good, 2006) and has been adopted in massive open online courses (MOOCs) by platforms like Coursera (Piech et al., 2013).”

“Peer review is popular for both the logistic reason of reducing instructors ’ burden and its pedagogical benefits for disciplinary content learning (Sadler & Good, 2006), for promotion of cognitive and metacognitive skills (Topping, 1998), and for enhancing social relationships and establishing…”

“It can also serve as a way to verify how the teacher can communicate to the students on her own quality requirements with respect to the learning topics; if this happens, assessments from peers and from teacher agree better (Sadler and Good 2006).”

“It is most often conducted as a form of formative assessment, where students give feedback on their peers’ performance on a certain task using instructor-specified criteria (Sadler & Good, 2006; Tsivitanidou, Zacharia, & Hovardas, 2011).”

“Students in peer assessment situations often deny their peers and themselves the right to give feedback (Cheng & Warren, 1997; Davies, 2003; Kaufman & Schunn, 2011; Peled et al., 2014; Sadler & Good, 2006; Woolhose, 1999).”

“It is also utilized to evaluate each pre-planned task’s difficulty and learners’ preference regarding it.”

“Research suggests that peer marks are a close approximation of staff marks (Liu, Lin & Yuan, 2002), but are sometimes slightly higher (Kulkarni et al., 2013), and that students may award lower grades than teachers to the best performing students (Sadler & Good, 2006).”

“Instruments The assessment literacy questionnaire designed and validated by Smith et al. (2013) was utilised to measure students’ assessment literacy levels.”

“1) With a decreased feedback workload, instructors can assign more practice exam questions, thus providing the students with more deliberate practice opportunities (Sadler and Good, 2006; Topping, 2009; Simkin and Stiver, 2016).”

“Accuracy of self-assessments is often calculated using Pearson’s correlation coefficient (Sadler and Good 2006), where r values under .50 indicate weak to moderate relationships between perceived and actual ability.”

“• Affectively: Learners perceive qualitative feedback from their peer group as more valuable than a lecturer’s grade (Sadler and Good 2006).”

“Student Grades [1] [3] Figure 4 – Diversity of one Million Students at Coursera [7]”

“Self-score assignments using a rubric, checklist, or teacher-made answer key (Saddler & Good, 2006).”

“This approach has been validated (Sadler & Good, 2006), as yielding comparable outcomes to instructor evaluations and has been recognized as an effective evaluative method in Massive Open Online Courses (MOOCs) as evidenced by Coursera (Piech et al., 2013).”

“The score discrepancy among assessors highlights the importance of incorporating multiple assessment sources to understand student performance [18] comprehensively.”

“If self-assessment activities are carried out effectively, student grading may help the teacher save time, and provide feedback in the shortest time (Boud 1989; Sadler & Good, 2006).”

“El-Koumy [6] even argues that self-assessment is a fundamental aspect in constructivist education.”

“Indeed, Sadler and Good (2006) found that self-grading improved the performance of middle-school students, and that this improvement was greater than when peer-grading was implemented.”

“2998732 helps students self-study using other peers’ solutions [5]–[7].”

“Moreover, by grading assignments, students may learn from smarter peers how to complete assignments more accurately and how to improve their test results [3].”

“Furthermore, students may give lower grades than the faculty to the best-performing students (Sadler and Good, 2006), and peer assessment completed by undergraduate students may not be as reliable (Gielen et al., 2011).”

“Many studies that examine how to advance the learning aspect of self-assessment find training students to self-assess very effective (Ross, Rolheiser, & Hogaboam-Gray, 1999; Sadler & Good, 2006).”

“…(Hanrahan & Isaacs, 2001) - when structured marking schemes are used, peer assessment has an acceptably high level of validity and reliability (Sadler & Good, 2006) - it can increase confidence (Topping et al., 2000) - it encourages students to participate actively in tutorial activities…”

“There is however little evidence to support this with self-assessment accuracy remaining stable over time (Arnold et al. 1985; Fitzgerald et al. 2003), and self-evaluation training showing little impact (Eva et al. 2004; Sadler and Good 2006 ).”