Students who engaged with peer-assisted reflection improved success rates by 23%. Student who used calibrated peer review got 11% higher problem scores on the final examination.
On a written explanation item included on the final exam, students in the courses using [peer review] outperformed students in similar courses using traditional writing assignments without a peer evaluation element.
On the tasks analyzed, peer scores were equivalent to our independent evaluations.
List of papers
The assessment cycle: a model for learning through peer assessment
This paper advances a model describing how peer assessment supports self-assessment. The model is applied to different types of peer assessment activities in undergraduate education.
One model is Peer-assisted reflection (PAR) where students (revise before turning in a final solution. (1) work on a problem, (2) self-reflect, (3) analyse a peer’s work and exchange peer feedback and (4) revise before turning in a final solution.
Another model is Calibrated peer review (CPR) where students are (1) writing and submitting an essay, (2) assessing three calibration essays using a rubric and (3) using the same rubric to assign grades to three anonymous peer essays.
Students who engaged with PAR improved success rates by 23%. Student who used CPR got 11% higher problem scores on the final examination.
Daniel Reinholz Center
Assessment & Evaluation in Higher Education vol. 42 – issue 2
11 Feb 2016Go to article