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Abstract
Technology-facilitated peer assessment is gaining increasing attention. However, evidence for the contribution of technology-facilitated peer assessment to learning achievements has not been investigated. The present meta-analysis integrated findings on the effects of technology-facilitated peer assessment based on two main elements: (1) technology-facilitated peer assessment, (2) the use of extra supporting strategies in technology-facilitated peer assessment. A total of 37 empirical studies published from 1999 to 2018 were selected and analysed. Results indicated that technology-facilitated peer assessment had a significant and medium effect on learning achievements with an overall mean effect size of 0.576. The use of extra supporting strategies in technology-facilitated peer assessment also produced a positive and medium effect on students’ learning achievements with an overall mean effect size of 0.543. Different moderator variables, such as task types, assessment modes, training for assessors, durations, grouping types and assessment methods were related to different effect sizes. The results together with the implications for both practice and research are discussed.
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No potential conflict of interest was reported by the authors.
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Lanqin Zheng
Lanqin Zheng currently works as an associate professor at the Faculty of Education in Beijing Normal University. Her research interests include peer assessment, computer supported collaborative learning, and learning analytics.
Xuan Zhang
Xuan Zhang and Panpan Cui are master students at the Faculty of Education in Beijing Normal University.
Panpan Cui
Xuan Zhang and Panpan Cui are master students at the Faculty of Education in Beijing Normal University.