The Use of Digital Peer Assessment in Higher Education

An Umbrella Review of Literature

Review (2023)

Authors

G. van Helden Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL), Space Systems Egineering
V. van der Werf Universiteit Leiden, Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL)
Gillian Saunders-Smits Robot Dynamics - Mechanical, Maritime and Materials Engineering , Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL)
M.M. Specht Web Information Systems - EEMCS , Universiteit Leiden, Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL)
Research Group
Space Systems Egineering
Copyright: © 2023 G. van Helden, V. van der Werf, Gillian Saunders-Smits, M.M. Specht
DOI: https://doi.org/10.1109/ACCESS.2023.3252914
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Published Date

2023

Language

English

Research Group

Space Systems Egineering

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.