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Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis
Educational Research Review ( IF 11.7 ) Pub Date : 2022-09-27 , DOI: 10.1016/j.edurev.2022.100484
Zi Yan, Hongling Lao, Ernesto Panadero, Belen Fernández-Castilla, Lan Yang, Min Yang

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.



中文翻译:

自我评估和同行评估干预对学业成绩的影响:荟萃分析

这项荟萃分析检查了自我评估 (SA) 和/或同行评估 (PA) 干预对学习成绩的影响。综合包括来自 175 项独立研究的 626 个效应量,使用实验/准实验设计或重复测量设计,总共涉及 19,383 名参与者。结果表明SA(g= 0.585)、PA(g= 0.606)和SA+PA(混合)干预(g=0.448)对学业成绩有有意义的影响。在同一研究中对不同组进行的 SA 和 PA 干预效果之间的差异没有统计学意义。在线技术的使用增加了 PA 干预的效果,但对 SA 没有影响。平均年龄较高的参与者从 SA + PA(混合)干预中获得了更多的表现。对于 SA 和 PA,使用重复测量设计的研究比使用实验/准实验设计的研究产生更大的效应量。总体而言,这项荟萃分析的结果证明了 SA 和 PA 干预对不同背景下的学业表现的益处。讨论了对实践的启示和未来研究的方向。

更新日期:2022-09-27
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