A Systematic Review of Technology-Supported Peer Assessment Research

With the advancement of information and communication technologies, technology-supported peer assessment has been increasingly adopted in education recently. This study systematically reviewed 134 technology-supported peer assessment studies published between 2006 and 2017 using a developed analysis...

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Autores principales:	Lanqin Zheng, Nian-Shing Chen, Panpan Cui, Xuan Zhang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	systematic review activity theory collaborative learning peer assessment Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c9fb1d9dd32a4fd8ae9f4989c2c6b214
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spelling	oai:doaj.org-article:c9fb1d9dd32a4fd8ae9f4989c2c6b2142021-12-02T19:26:00ZA Systematic Review of Technology-Supported Peer Assessment Research10.19173/irrodl.v20i5.43331492-3831https://doaj.org/article/c9fb1d9dd32a4fd8ae9f4989c2c6b2142019-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4333https://doaj.org/toc/1492-3831With the advancement of information and communication technologies, technology-supported peer assessment has been increasingly adopted in education recently. This study systematically reviewed 134 technology-supported peer assessment studies published between 2006 and 2017 using a developed analysis framework based on activity theory. The results found that most peer assessment activities were implemented in social science and higher education in the past 12 years. Acting assignments such as performance, oral presentations, or speaking were the least common type of assignments assessed across the studies reviewed. In addition, most studies conducted peer assessment anonymously and assessors and assessees were randomly assigned. However, most studies implemented only one round of peer assessment and did not provide rewards for assessors. Across studies, it was more often the case that students received unstructured feedback from their peers than structured feedback. Noticeably, collaborative peer assessment did not receive enough attention in the past 12 years. Regarding the peer assessment tools, there were more studies that adopted general learning management systems for peer assessment than studies that used dedicated peer assessment tools. However, most tools used within these studies only provide basic functionalities without scaffolding. Furthermore, the results of cross analysis reveal that there are significant relationships between learning domains and anonymity as well as learning domains and assessment durations. Significant relationships also exist between assignment types and learning domains as well as assignment types and assessment durations. Lanqin ZhengNian-Shing ChenPanpan CuiXuan ZhangAthabasca University Pressarticlesystematic reviewactivity theorycollaborative learningpeer assessmentSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 5 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	systematic review activity theory collaborative learning peer assessment Special aspects of education LC8-6691
spellingShingle	systematic review activity theory collaborative learning peer assessment Special aspects of education LC8-6691 Lanqin Zheng Nian-Shing Chen Panpan Cui Xuan Zhang A Systematic Review of Technology-Supported Peer Assessment Research
description	With the advancement of information and communication technologies, technology-supported peer assessment has been increasingly adopted in education recently. This study systematically reviewed 134 technology-supported peer assessment studies published between 2006 and 2017 using a developed analysis framework based on activity theory. The results found that most peer assessment activities were implemented in social science and higher education in the past 12 years. Acting assignments such as performance, oral presentations, or speaking were the least common type of assignments assessed across the studies reviewed. In addition, most studies conducted peer assessment anonymously and assessors and assessees were randomly assigned. However, most studies implemented only one round of peer assessment and did not provide rewards for assessors. Across studies, it was more often the case that students received unstructured feedback from their peers than structured feedback. Noticeably, collaborative peer assessment did not receive enough attention in the past 12 years. Regarding the peer assessment tools, there were more studies that adopted general learning management systems for peer assessment than studies that used dedicated peer assessment tools. However, most tools used within these studies only provide basic functionalities without scaffolding. Furthermore, the results of cross analysis reveal that there are significant relationships between learning domains and anonymity as well as learning domains and assessment durations. Significant relationships also exist between assignment types and learning domains as well as assignment types and assessment durations.
format	article
author	Lanqin Zheng Nian-Shing Chen Panpan Cui Xuan Zhang
author_facet	Lanqin Zheng Nian-Shing Chen Panpan Cui Xuan Zhang
author_sort	Lanqin Zheng
title	A Systematic Review of Technology-Supported Peer Assessment Research
title_short	A Systematic Review of Technology-Supported Peer Assessment Research
title_full	A Systematic Review of Technology-Supported Peer Assessment Research
title_fullStr	A Systematic Review of Technology-Supported Peer Assessment Research
title_full_unstemmed	A Systematic Review of Technology-Supported Peer Assessment Research
title_sort	systematic review of technology-supported peer assessment research
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/c9fb1d9dd32a4fd8ae9f4989c2c6b214
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A Systematic Review of Technology-Supported Peer Assessment Research

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