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Student Reflections on Peer Assessments: Benefits and Challenges in a Mathematics Class

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Title: Student Reflections on Peer Assessments: Benefits and Challenges in a Mathematics Class
Language: English
Authors: Yaniv Biton (ORCID 0000-0003-2329-8877)
Source: Educational Process: International Journal. Article e2025003 2025 14.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Descriptors: Foreign Countries, Mathematics Education, College Preparation, College Bound Students, Transitional Programs, Peer Evaluation, Student Attitudes, Critical Thinking, Cooperative Learning, Evaluation Methods, Interrater Reliability, Formative Evaluation, Evaluation Criteria
Geographic Terms: Israel
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: This study addresses the challenge of engaging students in meaningful assessment processes within mathematics education, particularly in pre-university preparatory courses. Peer assessment, a growing pedagogical practice, can enhance learning outcomes, promote critical thinking, and improve collaborative skills. However, concerns over fairness, reliability, and students' confidence in their evaluative capabilities often hinder its adoption. This research was conducted to explore students' attitudes toward peer assessment, assess its perceived benefits and challenges, and evaluate its viability as a formative assessment tool in a structured educational context. The main purpose is understanding how peer assessment can contribute to learning while addressing the barriers to its broader implementation. Materials/methods: The research employed a mixed-methods approach, combining quantitative data from a 29-item attitude questionnaire distributed to 50 students with qualitative insights gathered through semi-structured interviews with 11 participants. Peer assessment activities were conducted in six 90-minute sessions involving problem-solving, developing assessment criteria, and evaluating peers' solutions. Data analysis included statistical evaluations of questionnaire responses and thematic coding of interview transcripts. Results: Students reported that peer assessment enhanced their learning, improved their understanding of mathematical content and pedagogical requirements, and fostered meaningful peer interactions. However, they expressed concerns about fairness, reliability, and the social dynamics of open peer evaluations. While students valued the educational benefits of the process, they hesitated to accept peer assessment as part of formal grading due to perceived subjectivity and lack of expertise. Conclusion: While peer assessment is a powerful tool for fostering collaborative learning and critical thinking, its integration into formal grading systems requires careful planning. Addressing training, bias, and anonymity challenges can enhance its reliability and acceptance among students, making it a more robust and equitable practice in education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459597
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Student Reflections on Peer Assessments: Benefits and Challenges in a Mathematics Class
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Interrater+Reliability%22">Interrater Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: This study addresses the challenge of engaging students in meaningful assessment processes within mathematics education, particularly in pre-university preparatory courses. Peer assessment, a growing pedagogical practice, can enhance learning outcomes, promote critical thinking, and improve collaborative skills. However, concerns over fairness, reliability, and students' confidence in their evaluative capabilities often hinder its adoption. This research was conducted to explore students' attitudes toward peer assessment, assess its perceived benefits and challenges, and evaluate its viability as a formative assessment tool in a structured educational context. The main purpose is understanding how peer assessment can contribute to learning while addressing the barriers to its broader implementation. Materials/methods: The research employed a mixed-methods approach, combining quantitative data from a 29-item attitude questionnaire distributed to 50 students with qualitative insights gathered through semi-structured interviews with 11 participants. Peer assessment activities were conducted in six 90-minute sessions involving problem-solving, developing assessment criteria, and evaluating peers' solutions. Data analysis included statistical evaluations of questionnaire responses and thematic coding of interview transcripts. Results: Students reported that peer assessment enhanced their learning, improved their understanding of mathematical content and pedagogical requirements, and fostered meaningful peer interactions. However, they expressed concerns about fairness, reliability, and the social dynamics of open peer evaluations. While students valued the educational benefits of the process, they hesitated to accept peer assessment as part of formal grading due to perceived subjectivity and lack of expertise. Conclusion: While peer assessment is a powerful tool for fostering collaborative learning and critical thinking, its integration into formal grading systems requires careful planning. Addressing training, bias, and anonymity challenges can enhance its reliability and acceptance among students, making it a more robust and equitable practice in education.
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  Data: EJ1459597
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: College Bound Students
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Interrater Reliability
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Evaluation Criteria
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      – SubjectFull: Israel
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    Titles:
      – TitleFull: Student Reflections on Peer Assessments: Benefits and Challenges in a Mathematics Class
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              Y: 2025
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