Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis

Zi YAN, Hongling LAO, Ernesto PANADERO, Belen FERNÁNDEZ-CASTILLA, Lan YANG, Min YANG

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1 Citation (Scopus)

Abstract

This meta-analysis examined the effects of self-assessment (SA) and/or peer-assessment (PA) interventions on academic performance. The synthesis included 626 effect sizes from 175 independent studies, either using an experimental/quasi-experimental design or a repeated measures design, and involved 19,383 participants in total. Results indicated that SA (g = 0.585), PA (g = 0.606), and SA + PA (mixed) intervention (g = 0.448) had meaningful effects on academic performance. The difference between the effects of SA and PA interventions, conducted on different groups within the same study, was not statistically significant. The use of online technology increased the effect of PA interventions but not for SA. Participants with a higher mean age had more performance gains from the SA + PA (mixed) intervention. For both SA and PA, the studies that used a repeated measures design generated larger effect sizes than those with an experimental/quasi-experimental design. Overall, the findings from this meta-analysis demonstrated the benefits of SA and PA interventions on academic performance in different contexts. Implications for practice and directions for future research are discussed. Copyright © 2022 Published by Elsevier Ltd.

Original languageEnglish
Article number100484
JournalEducational Research Review
Volume37
Early online dateOct 2022
DOIs
Publication statusPublished - Nov 2022

Citation

Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37. Retrieved from https://doi.org/10.1016/j.edurev.2022.100484

Keywords

  • Self-assessment
  • Peer-assessment
  • Meta-analysis
  • Academic performance

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