View in EDS PDF Full Text

Online Student Peer-Assessment in Higher Education: A Systematic Review of the Literature.

Saved in:
Bibliographic Details
Title: Online Student Peer-Assessment in Higher Education: A Systematic Review of the Literature.
Authors: Craig, Chris D.1, Kay, Robin1
Source: Journal of University Teaching & Learning Practice. 2025, Vol. 22 Issue 2, p88-139. 52p.
Subject Terms: *College curriculum, *Instructional systems design, *Academic achievement, *Higher education, *Learning
Abstract: Peer-assessment is an active process of socially mediated learning that can enhance student learning and metacognitive abilities while developing skills required for success in the modern world. The process has been explored in previous reviews and shown to be valuable through in-person applications. However, a comprehensive review of the literature focusing on online higher education applications has yet to be completed. Our purpose was to conduct a systematic review of the literature on peer-assessment in online higher education classes. Guided by the PRISMA framework, we used a mixed-method integrated methodology to review and synthesize 66 peer-reviewed empirical quantitative, qualitative, and mixed-methods studies published between 2008 and 2023. Following the research context and insight regarding instructional design, two themes emerged: academic impact and student comfort. We identify eight limitations and five recommendations for further research at the end of the paper. The results reflect the context of use along with benefits and challenges related to perceptions of learning, motivation, academic achievement, quality, anonymity, open identification, and time. We provide further context and recommendations for implementation in the discussion section. [ABSTRACT FROM AUTHOR]
Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 185961084
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Online Student Peer-Assessment in Higher Education: A Systematic Review of the Literature.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Craig%2C+Chris+D%2E%22">Craig, Chris D.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kay%2C+Robin%22">Kay, Robin</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2025, Vol. 22 Issue 2, p88-139. 52p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Peer-assessment is an active process of socially mediated learning that can enhance student learning and metacognitive abilities while developing skills required for success in the modern world. The process has been explored in previous reviews and shown to be valuable through in-person applications. However, a comprehensive review of the literature focusing on online higher education applications has yet to be completed. Our purpose was to conduct a systematic review of the literature on peer-assessment in online higher education classes. Guided by the PRISMA framework, we used a mixed-method integrated methodology to review and synthesize 66 peer-reviewed empirical quantitative, qualitative, and mixed-methods studies published between 2008 and 2023. Following the research context and insight regarding instructional design, two themes emerged: academic impact and student comfort. We identify eight limitations and five recommendations for further research at the end of the paper. The results reflect the context of use along with benefits and challenges related to perceptions of learning, motivation, academic achievement, quality, anonymity, open identification, and time. We provide further context and recommendations for implementation in the discussion section. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185961084
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.53761/7jj6at39
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 52
        StartPage: 88
    Subjects:
      – SubjectFull: College curriculum
        Type: general
      – SubjectFull: Instructional systems design
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Learning
        Type: general
    Titles:
      – TitleFull: Online Student Peer-Assessment in Higher Education: A Systematic Review of the Literature.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Craig, Chris D.
      – PersonEntity:
          Name:
            NameFull: Kay, Robin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 14499789
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of University Teaching & Learning Practice
              Type: main
ResultId 1