"
Skip to Content
Version 1.2 – Updated June 2023

Peer- and self-grading

Overview

  • Influence: Peer- and self-grading
  • Domain: Teaching Strategies
  • Sub-Domain: Feedback
  • Potential to Accelerate Student Achievement: Potential to accelerate
  • Influence Definition: Student and peer assessment generally refers to specific judgements of ratings made by students about their achievements, often in relation to teacher-designed categories or rubrics. A claimed benefit is that self-grading is designed to enable students to make corrective changes and to think about their learning in terms of incremental improvement. Peer-grading requires that students actively participate in the judgement of their classmates' work, enabling each student to think more objectively about the learning goals of the assignment and how those goals might be met.

Evidence

  • Number of meta-analyses: 8
  • Number of studies: 179
  • Number of students: 3,656
  • Number of effects: 233
  • Weighted mean effect size: 0.54
  • Robustness index: 3

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Dissertation Youde USA A Meta-Analysis of the Effects of Reflective Self-Assessment on Academic Achievement in primary and secondary populations. 2019 Self-grading of work 19 0 19 0.46
Conference paper Cui & Zheng China A meta-analysis of the peer evaluation effects on learning achievements in blended learning environment. 2018 Peer evaluation in blended learning 23 0 37 0.68
Asian EFL Journal Thirakunkovit & Chamcharatsri Thailand A meta-analysis of effectiveness of teacher and peer feedback: Implications for writing instructions and research. 2019 Peer feedback 27 0 52 0.68
Journal of Educational Psychology Samson, Strykowski, Weinstein, & Walberg USA The effects of teacher questioning levels on student achievement: A quantitative synthesis. 1987 Self-grading of work 20 3,656 20 0.34
Assessment and Evaluation in Higher Education Huisman, Saab, van den Broek, & van Driel Netherlands The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis 2019 Peer feedback 24 0 24 0.91
Assessment and Evaluation in Higher Education Huisman, Saab, van den Broek, & van Driel Netherlands The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis 2019 Self-assessment 24 0 24 0.33
Journal of Educational Psychology Sanchez, Atkinson, Koenka, Moshontz, & Cooper USA Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis.  2017 Self-grading 31 0 21 0.34
Computer Assisted Language Learning Chen USA Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis 2016 Peer feedback on ESL/EFL 11 0 36 0.60
TOTAL/AVERAGE 179 3,656 233 0.54
Back to top