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Peer Assessment Between Students in Colleges and Universities

by K. Topping
Review of Educational Research ()

Abstract

A definition and typology of peer assessment between students in higher education is proposed, and the theoretical underpinnings of the method are discussed. A review of the developing literature follows, including both process and outcome studies. This indicates that peer assessment is of adequate reliability and validity in a wide variety of applications. Peer assessment of writing and peer assessment using marks, grades, and tests have shown positive formative effects on student achievement and attitudes. These effects are as good as or better than the effects of teacher assessment. Evidence for such effects from other types of peer assessment (of presentation skills, group work or projects, and professional skills) is, as yet, more limited. Computer-assisted peer assessment is an emerging growth area. Important factors in successful implementation are summarized, and recommendations for future research and practice are mad

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Readership Statistics

162 Readers on Mendeley
by Discipline
 
 
 
by Academic Status
 
33% Ph.D. Student
 
16% Student (Master)
 
7% Student (Bachelor)
by Country
 
3% United States
 
2% Australia
 
2% United Kingdom

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