An exploratory study into graduate students' attitudes towards peer assessment

Hsin-Chueh Chen*, Galena Pisoni, Hannie A. Gijlers

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

1 Citation (Scopus)
67 Downloads (Pure)


In recent decades, many researchers have been working on the effectiveness of peer assessment in higher education. Being a useful teaching tool, peer assessment enables students to actively participate in learning and create a student-centered learning environment. Many studies focused on the influence of peer assessment on student learning, however, few studies have explored indicators that teachers can use to identify potential problems regarding students’ attitudes towards students’ feedback and peer review process. Thus, this is an exploratory study, trying to understand indicators for success and problems regarding students’ peer feedback process. We had 93 international students performing three peer-feedback assignments (each assignment of around 2000 words and each review of at least 250 words) on the topics of digital transformation, design thinking, and leadership in an Innovation and Entrepreneurship Basic course. For each of the tasks, students completed questionnaires about their attitudes towards peer assessment in general, providing peer assessment and the usefulness of the received peer assessment. We investigate the correlation between students’ performance, students’ assignment lengths, and students’ reviews lengths and attitude questionnaire items and we present the correlations we observed. These correlations can serve as first indicators to teachers to detect potential problems with peer assessment and get insights into student’s perceptions of the peer assessment process.
Original languageEnglish
Title of host publicationEducating Engineers for Future Industrial Revolutions
Subtitle of host publicationProceedings of the 23rd International Conference on Interactive Collaborative Learning ICL2020
EditorsMichael. E. Auer, Tiia Rüütmann
Place of PublicationCham
Number of pages16
ISBN (Electronic)978-3-030-68201-9
ISBN (Print)978-3-030-68200-2
Publication statusPublished - 14 Mar 2021
Event23rd International Conference on Interactive Collaborative Learning, ICL 2020 - Online Event
Duration: 23 Sept 202025 Sept 2020
Conference number: 23

Publication series

NameAdvances in Intelligent Systems and Computing
ISSN (Print)2194-5357
ISSN (Electronic)2194-5365


Conference23rd International Conference on Interactive Collaborative Learning, ICL 2020
Abbreviated titleICL 2020
CityOnline Event


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