| Peer assessment has gained popularity as a means to enhance reciprocal student learning. Analysis of prior studies revealed that the question under which conditions peer assessment is most effective for learning is often overlooked. The lack of experimental research makes it difficult to determine how peer assessment should best be implemented in education. Therefore, this project focuses on variables that may contribute to the success of peer assessment. The peer assessment format, the task complexity, the domain expertise of students, and the composition of peer-assessment dyads are investigated, aiming at an optimal, adaptive use of peer assessment in the classroom. |
