The impact of online peer assessment on student learning in higher education: A systematic review of literature

Abstract

In recent years, the educational processes and scenarios have slowly aimed at empowering the students with 21st century skills as well as core competencies required for career readiness [1]. This means shifting focus from a knowledge-based to a competency-based curriculum which promotes the development of skills such as autonomy, responsibility, critical thinking, and self-awareness. At the same time, with the accelerated digital transformation, technology is expected to occupy an unprecedented position in classrooms. Learning assessment practices must respond to this combination of circumstances. A new evaluation culture [2] has emerged where the student is an active participant and this is expected to produce a positive impact on students’ educational outcomes and cognitive development. Studies on alternative digital assessment [3] [4] indicate that an important contribution to the development of lifelong learning skills and sustainable assessment practices is Online Peer Assessment (OPA). “Peer assessment (also called peer review) is a collaborative learning technique based on a critical analysis by learners of a task or artefact previously undertaken by peers” (p.72) [5]. Beyond the grading procedure, the literature emphasizes the active and self-regulatory learning process enhancing student critical thinking and fostering the development of essential professional skills. To understand the importance of OPA in higher education, a systematic review of literature was carried out considering the following research question: In what dimensions could OPA, as an alternative digital assessment practice, impact student learning in higher education? A literature search was conducted in the online portal B-on and SCOPUS database, restricted to the years 2017 to 2021. Only peer-reviewed studies published in English or Portuguese and with full-text access were taken into consideration. Through a rigorous documented systematic literature review scoping process [6], studies were screened and analyzed. Findings were divided into two main categories which provide evidence on the positive impact of OPA on enhanced student learning. On the one hand, the implementation of OPA in higher education is an effective assessment technique which stimulates student performance and facilitates the acquisition of knowledge, while fostering self-awareness and critical thinking and improving metacognitive and collaborative skills. On the other hand, students are generally motivated to participate in OPA, acknowledging the several benefits presented. The creation of OPA contexts in higher education is strongly encouraged based on the results of these studies.