ERIC Number: EJ1312426
Record Type: Journal
Publication Date: 2021
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-7347
EISSN: N/A
The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis
Applied Measurement in Education, v34 n3 p179-203 2021
Peer assessment is increasingly being used as a pedagogical tool in classrooms. Participating in peer assessment may enhance student learning in both cognitive and non-cognitive aspects. In this study, we focused on non-cognitive aspects by performing a meta-analysis to synthesize the effect of peer assessment on students' non-cognitive learning outcomes. After a systematic search, we included 43 effect sizes from 19 studies, which mostly involved learning strategies and academic mind-sets as non-cognitive outcomes. Using a random effects model, we found that students who had participated in peer assessment showed a 0.289 standard deviation unit improvement in non-cognitive outcomes as compared to students who had not participated in peer assessment. Further, we found that the effect of peer assessment on non-cognitive outcomes was significantly larger when both scores and comments were provided to students or when assessors and assessees were matched at random. Our findings can be used as a basis for further investigation into how best to use peer assessment as a learning tool, especially to promote non-cognitive development.
Descriptors: Peer Evaluation, Outcomes of Education, Educational Research, Learning Strategies, Cognitive Structures, Effect Size, Student Improvement
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A