The Use of Digital Peer Assessment in Higher Education
An Umbrella Review of Literature
G. van Helden (Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL), TU Delft - Space Systems Egineering)
V. van der Werf (Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL), Universiteit Leiden)
Gillian Saunders-Smits (Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL), TU Delft - Robust Robot Systems)
M.M. Specht (Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL), Universiteit Leiden, TU Delft - Web Information Systems)
More Info
expand_more
Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons.
Abstract
Increasing student numbers in higher education, particularly in engineering and computer science, make it difficult for motivated lecturers to continue engaging in active teaching methods such as Flipped Classrooms and Work-Based Learning. In these settings, digital Peer Assessment can be one approach to provide effective and scalable feedback. In Peer Assessment, students assess each other’s performance whilst gaining useful reflection and judgment skills at the same time. This umbrella review of 14 review papers on the use of (digital) Peer Assessment in education provides a comprehensive overview of design choices and their consequences open to educational practitioners wishing to implement digital Peer Assessment in their courses, the type of tooling available and the possible effects of these choices on the learning outcomes as well as potential pitfalls and challenges when implementing Peer Assessment. The paper will inform and assist educators in finding or developing a tool that fits their needs.
help_outline