The impact of peer assessment on academic achievement
Researchers from the University of Oxford's Department of Education conducted a meta-analysis to examine what effect peer assessment interventions have on academic performance.
 
Published in Educational Psychology Review, the meta-analysis evaluated the effect of peer assessment on academic performance when compared to no assessment and teacher assessment. Fifty-four studies were included in the meta-analysis, of which 45% were with school-age students. Studies had to examine the effect of peer assessment on non-self-reported measures of academic achievement and have a control or comparison group, using no assessment, teacher assessment, or self-assessment.
 
The findings from the analysis indicated that overall there was a significant positive effect of peer assessment on academic performance compared with no assessment (effect size = +0.31) and teacher assessment (ES = +0.28). The effect size was similar when peer assessment compared with self-assessment (ES = +0.23) though this result was not significant. The effect sizes were slightly larger for school-age children than undergraduates. The analysis concludes that peer assessment can be effective across a wide range of subject areas, education levels, and assessment types.

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