View in EDS PDF Full Text

The Impact of Online Peer Assessment on Academic Performance in Higher Education: A Meta-Analytic Review

Saved in:
Bibliographic Details
Title: The Impact of Online Peer Assessment on Academic Performance in Higher Education: A Meta-Analytic Review
Language: English
Authors: Kübra Karakaya Özyer
Source: Journal of Educators Online. 2025 22(3).
Availability: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Peer Evaluation, Higher Education, Meta Analysis, Academic Achievement, Student Evaluation, College Students, Interrater Reliability, Effect Size, Training, Outcome Measures, Psychometrics
ISSN: 1547-500X
Abstract: This meta-analytic study investigates the impact of online peer assessment on academic achievement in higher education. By synthesizing 20 effect sizes, we provide a comprehensive understanding of how online peer assessment influences student learning outcomes. The findings reveal a statistically significant positive effect (Hedges's g = 0.672), indicating that students engaged in online peer assessment demonstrate higher academic achievement compared to those in control conditions. Subgroup analyses explored the potential effects of rater training. Studies incorporating rater training showed a significantly larger effect size (g = 0.875) compared to those without training (g = 0.281). While the effect size for anonymous peer assessment (g = 1.449) was larger than for nonanonymous assessment (g = 0.623), this difference was not statistically significant. Our results underscore the efficacy of online peer assessment in enhancing academic achievement and highlight the importance of rater training. Future research should focus on exploring additional moderators.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473951
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFmsLD-WtLO2SkSEoz4_sAyAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEGBLkj89X7aYIwIaQIBEICBmySNWYVoOZAbpnZhSNOBbAXonl3anZ5x-NTa_kEZ-5C_ZfsXLwXZg8yWTh9AfjVrdQ9fViFVeBykoK7rDSsigLEYzOStPK9_5XGQ1q8Hl3noKaZrsHcSskCxti0ZrZ-lbM7GgrWMCXfcVkNKBD2wC2kS8EJCgM_rpaeCQXrQPC3LeU7Y81V6_ze0V0G4GVC5rXiH7f83CEEGhVWB
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1473951
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1473951
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Impact of Online Peer Assessment on Academic Performance in Higher Education: A Meta-Analytic Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kübra+Karakaya+Özyer%22">Kübra Karakaya Özyer</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educators+Online%22"><i>Journal of Educators Online</i></searchLink>. 2025 22(3).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Interrater+Reliability%22">Interrater Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1547-500X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This meta-analytic study investigates the impact of online peer assessment on academic achievement in higher education. By synthesizing 20 effect sizes, we provide a comprehensive understanding of how online peer assessment influences student learning outcomes. The findings reveal a statistically significant positive effect (Hedges's g = 0.672), indicating that students engaged in online peer assessment demonstrate higher academic achievement compared to those in control conditions. Subgroup analyses explored the potential effects of rater training. Studies incorporating rater training showed a significantly larger effect size (g = 0.875) compared to those without training (g = 0.281). While the effect size for anonymous peer assessment (g = 1.449) was larger than for nonanonymous assessment (g = 0.623), this difference was not statistically significant. Our results underscore the efficacy of online peer assessment in enhancing academic achievement and highlight the importance of rater training. Future research should focus on exploring additional moderators.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1473951
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1473951
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Interrater Reliability
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Outcome Measures
        Type: general
      – SubjectFull: Psychometrics
        Type: general
    Titles:
      – TitleFull: The Impact of Online Peer Assessment on Academic Performance in Higher Education: A Meta-Analytic Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kübra Karakaya Özyer
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 1547-500X
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Educators Online
              Type: main
ResultId 1