Peer assessment in higher education: exploring the combined effects with gender, academic attainment and personality
Education
Ernesto Panadero
The PhD candidate will work at the Faculty of Education and Psychology at the Universidad de Deusto. More specifically, at the Education Regulated Learning and Assessment (ERLA) group. This is the current website –the new members of Universidad de Deusto will be added shortly- https://erlagroup.wordpress.com/
This group has been located in Madrid since its inception in 2016. Just recently, the group PI –Ernesto Panadero- has been awarded an Ikerbasque associate professor of research position and just started working from the University of Deusto. The group is currently compounded of 5 PhDs working at UD in different positions and 5 PhDs working from Madrid. The group has obtained international, national and private funding, having employed a total of 7 research assistants in three years, apart from being awarded a FPI contract in 2017.
Importantly, two of the PhD candidates under Panadero’s supervision have won one international and three national awards for the quality of their dissertations. Additionally the PI holds an Ikerbasque position which implies that the largest proportion of his working time is devoted to research, which would assure an intensive supervision of the 6I-DIRS PhD candidate.
Candidates will be evaluated under the following criteria:
– hold a Master’s degree on educational psychology or education
– excellent English skills (listening, speaking and writing)
– academic record showing appropriate adaptation to academic environments
– excellent skills in basic working software (i.e. word, excel, power point, etc.)
– medium to high statistical knowledge (descriptive and inferential statistics)
– excellent organizational capacity and attention to detail as the candidate will be completing challenging data collections
– interpersonal skills for collaboration with the ERLA group members, participant teachers and students
– availability for international presentations at conferences and, if funding allows, international research stays.
– medium to high academic writing skills
– previous experience on peer assessment research.
- Social Sciences and Humanities (SOC)
Peer assessment (PA) is an activity through which a student assesses a classmate in an educational context (Topping, 1998). This instructional and learning strategy is more common every year at an international and national level (Quesada-Serra et al, 2016). The main reason is that PA has shown to increase students’ learning (Panadero, Jonsson & Alqassab, 2019) and can, under certain circumstances, decrease teachers’ assessment workload. PA is particularly important in higher education where students are being trained for their future employment performance. For this reason, PA presence in higher education has increased in the last years.
Nevertheless, some aspects of PA implementations have not been explored in the research literature. Of particular interest are three variables. First, gender has never been investigated. Interestingly, a recent meta-analysis has shown that girls benefit more from self-assessment than boys (Panadero, Jonsson & Botella, 2017). It is then capital to explore if PA also creates gender differences. Hypothetically, the increase of social visibility and comparison might be more motivating for male students than female ones (Falchikov & Magin, 1997). Second, academic attainment is, obviously, one of the main educational predictors yet it has not been explored whether low vs. medium vs. high achieving students process and receive PA in different ways. Finally, third, it is unknown if personality traits (e.g. openness) also influence PA processes.
EXCELLENCE OF THE HOST RESEARCH UNIT
The PI and ERLA group are considered international experts in the topic of the proposal. Next, five journal publications on peer assessment and assessment in higher education will be presented:
1) This recent publication is an empirical review of one of the main aspects of peer assessment: whether it should be anonymous or not.
Panadero, E., & Alqassab, M. (2019). An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading. Assessment & Evaluation in Higher Education, 44(8), 1253–1278. doi:10.1080/02602938.2019.1600186
(JCR 2018 2.473 Q1 Education & Educational Research 38/243, SJR 2018 1.517 Q1 Education).
2) Another recent publication in collaboration with a Hong Kong colleague on the mutually influential effects of peer and self-assessment.
To, J., & Panadero, E. (2019). Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment & Evaluation In Higher Education, 1-14. doi:10.1080/02602938.2018.1548559
(JCR 2018 2.473 Q1 Education & Educational Research 38/243, SJR 2018 1.517 Q1 Education).
3) An yet another 2019 publication on what are the most usual assessment practices in Spanish universities. This is a very ambitious study including the creation of a database with all the syllabi from all the Spanish public universities.
Panadero, E., Fraile, J., Fernandez Ruiz, J., Castilla, D. & Ruiz, M. (2019). Spanish university assessment practices: Examination tradition with diversity by faculty. Assessment and Evaluation in Higher Education, 44(3), 379-397. doi:10.1080/02602938.2018.1512553
(JCR 2018 2.473 Q1 Education & Educational Research 38/243, SJR 2018 1.517 Q1 Education).
4) A collaboration with a Belgian colleague exploring how to increase the quality of peer assessment.
Rotsaert, T., Panadero, E., Schellens, T., & Raes, A. (2018). “Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education. European Journal of Psychology of Education, 33(2), 255-275. doi:10.1007/s10212-017-0329-x. (JCR 2018: 1.535 Q3 Educational Psychology 33/59, SCOPUS SJR 2018: .833 Q1 Education).
5) This paper has been cited 78 times. It is a very innovative study exploring the effects of friendship in peer assessment.
Panadero, E., Romero, M., & Strijbos, J. W. (2013). The impact of a rubric and friendship on construct validity of peer assessment, perceived fairness and comfort, and performance. Studies in Educational Evaluation, 39(4), 195-203. doi: 10.1016/j.stueduc.2013.10.005
(SCOPUS SJR 2013: .626, Q2 Education 263/1035).
Additionally, the PI of the group has published two chapters in two prestigious handbooks (Cambridge and Routledge).
1) Panadero, E., Jonsson, A. & Alqassab, M. (2018). Peer feedback used for formative purposes: Review of findings. In A. Lipnevich & J. K. Smith (Eds.), The Cambridge Handbook of Instructional Feedback. Cambridge University Press.
2) Panadero, E. (2016). Social, interpersonal, and human effects of peer assessment: A review and future directions. In G. T. L. Brown & L. Harris (Eds.), Human Factors and Social Conditions of Assessment. Routledge: Educational Psychology Handbook series (editor Prof. Patricia A. Alexander).
Ernesto Panadero has obtained funding as PI for six projects since 2015, summing close to 200.000€, which is a high quantity for the education area. To mention the three more important for this proposal:
1) UAM-Santander International collaboration project call 2017 with the USA. Project: “Feedback in education: Knows, unknowns, and future directions”. 10/2017-04/2019.
2) National call from the MINECO Excelencia. Project: “Key variables for academic success in higher education: self-regulated learning, assessment practices and self-assessment”.
3) ERASMUS+ Programme, K3 ACTION. Project: “t-MAIL (http://www.tmailproject.eu/): Teacher Mobile Application for Innovative Learning”. Reference number: 562207-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD.
Importantly, the PI was in second round of an ERC Starting grant in 2018, and in first round of a Consolidator grant in 2019 with a project including peer assessment. In 2020 he will apply again.
Additionally, he is currently working on a H2020 ITN Consortium proposal (coordinated by VUB) on the topic of self-regulated learning and educational assessment, and how to help teachers to create instructional settings that promote learning through assessment. This funding is aligned with the topic of this 6I-DIRS proposal as peer assessment is one of the main educational assessment practices that influence self-regulated learning. Therefore, it would be possible to establish relationships between both projects. INTERDISCIPLINARY COLLABORATION
This dissertation will build bridges among different disciplines. First, the dissertation covers aspects of education in the higher education context. Data will be collected in classrooms during real learning situations and, therefore, its conclusions will be coming from educational settings. Additionally, our results will be shared with higher education lecturers and professors, increasing the educational impact. Second, the project also aims at educational psychology by explaining the psychological correlates that influence the reception of peer assessment, especially gender and academic attainment. Third, in a similar fashion, by exploring personality traits, the dissertation will enter the clinical psychology arena helping us understand how students with different temperaments might react to peer assessment. Fourth, the dissertation would also create a bridge to engineering and software developers. There is currently a big emphasis in creating software that can combine peer assessment grades and qualitative feedback to simplify teachers work. There are already large software companies just devoted to creating learning systems with that exclusive aim for peer assessment (e.g. https://www.peergrade.io/ ). By combining the four areas, this dissertation will turn out interdisciplinary because the research aim has been planned using those different lenses.
Yes, read below international co-direction.
This project will have the following mechanisms for a fully implementation of the above mentioned interdisciplinarity (organized by level of importance): 1- Collaboration with companies. We will establish communication with the company above mentioned (i.e. Peer grade https://www.peergrade.io/ ) to explore collaborative plans. 2- International conferences dissemination. The results of the project will be presented at conferences with different audiences including education (e.g. CIDUI), educational psychology (e.g. AERA and EARLI), or school psychology (e.g. APA). 3 – Possible collaboration with the Universidad de Deusto group DEUSTEK (https://www.deusto.es/cs/Satellite/deustoresearch/es/inicio/centros-equipos-e-investigadores/equipos-de-investigacion/deustek/equipoinvestiga) specialized in technologies applied to education. As mentioned earlier, this project will use technology for the collection of the peer assessment information such as an app or learning platform. DEUSTEK research group could collaborate in the creation of such software. 4- Institutional level Universidad de Deusto. Our results will be presented to the Vice-chancellor of Teaching and Teaching innovation to implement instructional changes. INTERNATIONAL COLLABORATION
In terms of the H2020 priorities, this dissertation will aim to “Europe in a changing world – inclusive, innovative and reflective societies”. As mentioned earlier, peer assessment is an instructional strategy that has benefits for students’ learning and it is already implemented in classrooms across Europe. Unfortunately, the empirical research is falling behind in exploring aspects that are crucial to better understand the phenomena. This proposal will aim to explore gender, academic attainment and personality, and how this might present differential effects of peer assessment. By understanding this we would be able to create more inclusive classroom climates, improving the quality of higher education at a European level.
Importantly, this project will cover the two following Sustainable Development Goals (SDGs):
– Goal 4: Ensure inclusive and equitable quality education and promote life-long learning opportunities for all
– Goal 5: Achieve gender equality
At a national level, the Ministerio de Ciencia, Innovación y Universidades and Gobierno Vasco is also promoting policies that lead to gender equality and the improvement of the Education delivered at higher education.
Two actions will be taken. First, the PhD candidate will have a co-supervisor that could be another member of the ERLA group or an international colleague. Second, a follow-up committee will be created to evaluate the development of the proposal. International colleagues that could participate as, either, co-supervisor or committee members are: – Tijs Rotsaert (Ghent University): https://biblio.ugent.be/person/802001492220 – Mien Segers (Maastricht University): https://cris.maastrichtuniversity.nl/portal/en/persons/mien-segers(a793a57e-21aa-469d-a103-55e826d2b522)/publications.html – Gavin Brown (The University of Auckland): https://unidirectory.auckland.ac.nz/profile/gt-brown – Jan-Willem Strijbos (Groningen University): https://www.rug.nl/staff/j.w.strijbos/ – Maryam Alqassab (Ludwig-Maximilians-Universität München): http://www.en.mcls.uni-muenchen.de/study_programs/reason/people/cohortof2013/phd-students/alquassab/index.html – Anastasiya Lipnevich (CUNY, USA): https://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Educational-Psychology/Faculty-Bios/Anastasiya-Lipnevich The six proposed members are international reputed scholars working in the peer assessment field. The PI has written articles with five of them. Then, upon availability, one of them could take the co-supervisor role. Having an international co-supervisor will increase the visibility of the dissertation, the PhD candidate international profile and the 6I-DIRS programme. INTERSECTORAL COLLABORATION
Regarding the alignment with the regional Smart Specialisation Strategy, the project touches two areas. First, among the RIS3 priorities it tangentially touches “Human health” as, by exploring the influence of personality traits on peer assessment we would be able to anticipate stressful learning situations for students that suffer under social comparison. By identifying different profiles, it will be possible to generate different peer assessment interventions better tailored to such needs. And second, it also touches “Leisure, entertainment and culture” as this is an educational project in connection with culture.
In relationship to stakeholders there are three different levels. First, the institutional level at Universidad de Deusto. The Vice-chancellor of Teaching and teaching innovation and the Vice dean of the Education section are members of our ERLA group. They will receive reports about our results to explore how to implement peer assessment in our classrooms. Second, at a regional level, the dissertation results will also be presented to the Education Department at the Basque government to study its implications for primary and secondary education. Finally, third, our results will also be presented at the European level through associations with which we have previously collaborated in the t-MAIL project (http://www.tmailproject.eu/) such as GO! responsible for providing community education in Dutch speaking Belgium on behalf of the Flemish community.
Industrial doctorate is not envisaged since the programme requires the researcher to be hired by the University of Deusto. However, if the participation of an industrial partner is regarded appropriate, it will be involved in the research and training of the PhD student since the beginning. IMPACT
This project will have the following impact beyond its scientific impact:
– Manual for implementation of peer assessment. From the results, we will create a clear roadmap on how to implement successful peer assessment interventions in higher education. This will be distributed through the Universidad de Deusto mail-list and internationally in conferences and through our networks.
– Better gender results. This project will help us decrease the gender breach by understanding how males and females react to peer assessment. It should be expected to find interesting results as with self-assessment.
– Possible creation of software in collaboration with another Deusto research group which would allow to establishing a line of research that could lead to more European funding.
– Possible collaboration with the European software company Peer grade. INNOVATION
This project presents the following innovative features: 1- It will explore three factors (i.e. gender, academic attainment and personality) that are central to the implementation of peer assessment that are unexplored. By understanding how these effect, we will create educational innovation. 2- If the collaboration with DEUSTEK is fruitful, we would be developing a software or platform to help implement peer assessment. This could later be tested within University of Deusto classroom being an important educational resource for the teachers. 3- If a collaboration is established with the Peer grade company, their software would be backed up with strong empirical data. This could lead to new products or options within their line of existent products. Importantly, this company is European. INCLUSION
Peer assessment is already being implemented in classrooms and very little is known about how it influences the inclusion dimension. It is unknown its implementation might influence differently to men and women (gender), students with different academic skills (low vs. medium vs. high), and different temperament (personality). This is precisely why this research project will target effects on gender, academic skills and personality. Therefore addressing the inclusion dimension is one of the main cores of the proposal.
The PI and ERLA group are considered international experts in the topic of the proposal. Next, five journal publications on peer assessment and assessment in higher education will be presented:
1) This recent publication is an empirical review of one of the main aspects of peer assessment: whether it should be anonymous or not.
Panadero, E., & Alqassab, M. (2019). An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading. Assessment & Evaluation in Higher Education, 44(8), 1253–1278. doi:10.1080/02602938.2019.1600186
(JCR 2018 2.473 Q1 Education & Educational Research 38/243, SJR 2018 1.517 Q1 Education).
2) Another recent publication in collaboration with a Hong Kong colleague on the mutually influential effects of peer and self-assessment.
To, J., & Panadero, E. (2019). Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment & Evaluation In Higher Education, 1-14. doi:10.1080/02602938.2018.1548559
(JCR 2018 2.473 Q1 Education & Educational Research 38/243, SJR 2018 1.517 Q1 Education).
3) An yet another 2019 publication on what are the most usual assessment practices in Spanish universities. This is a very ambitious study including the creation of a database with all the syllabi from all the Spanish public universities.
Panadero, E., Fraile, J., Fernandez Ruiz, J., Castilla, D. & Ruiz, M. (2019). Spanish university assessment practices: Examination tradition with diversity by faculty. Assessment and Evaluation in Higher Education, 44(3), 379-397. doi:10.1080/02602938.2018.1512553
(JCR 2018 2.473 Q1 Education & Educational Research 38/243, SJR 2018 1.517 Q1 Education).
4) A collaboration with a Belgian colleague exploring how to increase the quality of peer assessment.
Rotsaert, T., Panadero, E., Schellens, T., & Raes, A. (2018). “Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education. European Journal of Psychology of Education, 33(2), 255-275. doi:10.1007/s10212-017-0329-x. (JCR 2018: 1.535 Q3 Educational Psychology 33/59, SCOPUS SJR 2018: .833 Q1 Education).
5) This paper has been cited 78 times. It is a very innovative study exploring the effects of friendship in peer assessment.
Panadero, E., Romero, M., & Strijbos, J. W. (2013). The impact of a rubric and friendship on construct validity of peer assessment, perceived fairness and comfort, and performance. Studies in Educational Evaluation, 39(4), 195-203. doi: 10.1016/j.stueduc.2013.10.005
(SCOPUS SJR 2013: .626, Q2 Education 263/1035).
Additionally, the PI of the group has published two chapters in two prestigious handbooks (Cambridge and Routledge).
1) Panadero, E., Jonsson, A. & Alqassab, M. (2018). Peer feedback used for formative purposes: Review of findings. In A. Lipnevich & J. K. Smith (Eds.), The Cambridge Handbook of Instructional Feedback. Cambridge University Press.
2) Panadero, E. (2016). Social, interpersonal, and human effects of peer assessment: A review and future directions. In G. T. L. Brown & L. Harris (Eds.), Human Factors and Social Conditions of Assessment. Routledge: Educational Psychology Handbook series (editor Prof. Patricia A. Alexander).
Ernesto Panadero has obtained funding as PI for six projects since 2015, summing close to 200.000€, which is a high quantity for the education area. To mention the three more important for this proposal:
1) UAM-Santander International collaboration project call 2017 with the USA. Project: “Feedback in education: Knows, unknowns, and future directions”. 10/2017-04/2019.
2) National call from the MINECO Excelencia. Project: “Key variables for academic success in higher education: self-regulated learning, assessment practices and self-assessment”.
3) ERASMUS+ Programme, K3 ACTION. Project: “t-MAIL (http://www.tmailproject.eu/): Teacher Mobile Application for Innovative Learning”. Reference number: 562207-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD.
Importantly, the PI was in second round of an ERC Starting grant in 2018, and in first round of a Consolidator grant in 2019 with a project including peer assessment. In 2020 he will apply again.
Additionally, he is currently working on a H2020 ITN Consortium proposal (coordinated by VUB) on the topic of self-regulated learning and educational assessment, and how to help teachers to create instructional settings that promote learning through assessment. This funding is aligned with the topic of this 6I-DIRS proposal as peer assessment is one of the main educational assessment practices that influence self-regulated learning. Therefore, it would be possible to establish relationships between both projects.
This dissertation will build bridges among different disciplines. First, the dissertation covers aspects of education in the higher education context. Data will be collected in classrooms during real learning situations and, therefore, its conclusions will be coming from educational settings. Additionally, our results will be shared with higher education lecturers and professors, increasing the educational impact. Second, the project also aims at educational psychology by explaining the psychological correlates that influence the reception of peer assessment, especially gender and academic attainment. Third, in a similar fashion, by exploring personality traits, the dissertation will enter the clinical psychology arena helping us understand how students with different temperaments might react to peer assessment. Fourth, the dissertation would also create a bridge to engineering and software developers. There is currently a big emphasis in creating software that can combine peer assessment grades and qualitative feedback to simplify teachers work. There are already large software companies just devoted to creating learning systems with that exclusive aim for peer assessment (e.g. https://www.peergrade.io/ ). By combining the four areas, this dissertation will turn out interdisciplinary because the research aim has been planned using those different lenses.
Yes, read below international co-direction.
This project will have the following mechanisms for a fully implementation of the above mentioned interdisciplinarity (organized by level of importance): 1- Collaboration with companies. We will establish communication with the company above mentioned (i.e. Peer grade https://www.peergrade.io/ ) to explore collaborative plans. 2- International conferences dissemination. The results of the project will be presented at conferences with different audiences including education (e.g. CIDUI), educational psychology (e.g. AERA and EARLI), or school psychology (e.g. APA). 3 – Possible collaboration with the Universidad de Deusto group DEUSTEK (https://www.deusto.es/cs/Satellite/deustoresearch/es/inicio/centros-equipos-e-investigadores/equipos-de-investigacion/deustek/equipoinvestiga) specialized in technologies applied to education. As mentioned earlier, this project will use technology for the collection of the peer assessment information such as an app or learning platform. DEUSTEK research group could collaborate in the creation of such software. 4- Institutional level Universidad de Deusto. Our results will be presented to the Vice-chancellor of Teaching and Teaching innovation to implement instructional changes.
INTERNATIONAL COLLABORATION
In terms of the H2020 priorities, this dissertation will aim to “Europe in a changing world – inclusive, innovative and reflective societies”. As mentioned earlier, peer assessment is an instructional strategy that has benefits for students’ learning and it is already implemented in classrooms across Europe. Unfortunately, the empirical research is falling behind in exploring aspects that are crucial to better understand the phenomena. This proposal will aim to explore gender, academic attainment and personality, and how this might present differential effects of peer assessment. By understanding this we would be able to create more inclusive classroom climates, improving the quality of higher education at a European level.
Importantly, this project will cover the two following Sustainable Development Goals (SDGs):
– Goal 4: Ensure inclusive and equitable quality education and promote life-long learning opportunities for all
– Goal 5: Achieve gender equality
At a national level, the Ministerio de Ciencia, Innovación y Universidades and Gobierno Vasco is also promoting policies that lead to gender equality and the improvement of the Education delivered at higher education.
Two actions will be taken. First, the PhD candidate will have a co-supervisor that could be another member of the ERLA group or an international colleague. Second, a follow-up committee will be created to evaluate the development of the proposal. International colleagues that could participate as, either, co-supervisor or committee members are: – Tijs Rotsaert (Ghent University): https://biblio.ugent.be/person/802001492220 – Mien Segers (Maastricht University): https://cris.maastrichtuniversity.nl/portal/en/persons/mien-segers(a793a57e-21aa-469d-a103-55e826d2b522)/publications.html – Gavin Brown (The University of Auckland): https://unidirectory.auckland.ac.nz/profile/gt-brown – Jan-Willem Strijbos (Groningen University): https://www.rug.nl/staff/j.w.strijbos/ – Maryam Alqassab (Ludwig-Maximilians-Universität München): http://www.en.mcls.uni-muenchen.de/study_programs/reason/people/cohortof2013/phd-students/alquassab/index.html – Anastasiya Lipnevich (CUNY, USA): https://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Educational-Psychology/Faculty-Bios/Anastasiya-Lipnevich The six proposed members are international reputed scholars working in the peer assessment field. The PI has written articles with five of them. Then, upon availability, one of them could take the co-supervisor role. Having an international co-supervisor will increase the visibility of the dissertation, the PhD candidate international profile and the 6I-DIRS programme. INTERSECTORAL COLLABORATION
Regarding the alignment with the regional Smart Specialisation Strategy, the project touches two areas. First, among the RIS3 priorities it tangentially touches “Human health” as, by exploring the influence of personality traits on peer assessment we would be able to anticipate stressful learning situations for students that suffer under social comparison. By identifying different profiles, it will be possible to generate different peer assessment interventions better tailored to such needs. And second, it also touches “Leisure, entertainment and culture” as this is an educational project in connection with culture.
In relationship to stakeholders there are three different levels. First, the institutional level at Universidad de Deusto. The Vice-chancellor of Teaching and teaching innovation and the Vice dean of the Education section are members of our ERLA group. They will receive reports about our results to explore how to implement peer assessment in our classrooms. Second, at a regional level, the dissertation results will also be presented to the Education Department at the Basque government to study its implications for primary and secondary education. Finally, third, our results will also be presented at the European level through associations with which we have previously collaborated in the t-MAIL project (http://www.tmailproject.eu/) such as GO! responsible for providing community education in Dutch speaking Belgium on behalf of the Flemish community.
Industrial doctorate is not envisaged since the programme requires the researcher to be hired by the University of Deusto. However, if the participation of an industrial partner is regarded appropriate, it will be involved in the research and training of the PhD student since the beginning. IMPACT
This project will have the following impact beyond its scientific impact:
– Manual for implementation of peer assessment. From the results, we will create a clear roadmap on how to implement successful peer assessment interventions in higher education. This will be distributed through the Universidad de Deusto mail-list and internationally in conferences and through our networks.
– Better gender results. This project will help us decrease the gender breach by understanding how males and females react to peer assessment. It should be expected to find interesting results as with self-assessment.
– Possible creation of software in collaboration with another Deusto research group which would allow to establishing a line of research that could lead to more European funding.
– Possible collaboration with the European software company Peer grade. INNOVATION
This project presents the following innovative features: 1- It will explore three factors (i.e. gender, academic attainment and personality) that are central to the implementation of peer assessment that are unexplored. By understanding how these effect, we will create educational innovation. 2- If the collaboration with DEUSTEK is fruitful, we would be developing a software or platform to help implement peer assessment. This could later be tested within University of Deusto classroom being an important educational resource for the teachers. 3- If a collaboration is established with the Peer grade company, their software would be backed up with strong empirical data. This could lead to new products or options within their line of existent products. Importantly, this company is European. INCLUSION
Peer assessment is already being implemented in classrooms and very little is known about how it influences the inclusion dimension. It is unknown its implementation might influence differently to men and women (gender), students with different academic skills (low vs. medium vs. high), and different temperament (personality). This is precisely why this research project will target effects on gender, academic skills and personality. Therefore addressing the inclusion dimension is one of the main cores of the proposal.
In terms of the H2020 priorities, this dissertation will aim to “Europe in a changing world – inclusive, innovative and reflective societies”. As mentioned earlier, peer assessment is an instructional strategy that has benefits for students’ learning and it is already implemented in classrooms across Europe. Unfortunately, the empirical research is falling behind in exploring aspects that are crucial to better understand the phenomena. This proposal will aim to explore gender, academic attainment and personality, and how this might present differential effects of peer assessment. By understanding this we would be able to create more inclusive classroom climates, improving the quality of higher education at a European level.
Importantly, this project will cover the two following Sustainable Development Goals (SDGs):
– Goal 4: Ensure inclusive and equitable quality education and promote life-long learning opportunities for all
– Goal 5: Achieve gender equality
At a national level, the Ministerio de Ciencia, Innovación y Universidades and Gobierno Vasco is also promoting policies that lead to gender equality and the improvement of the Education delivered at higher education.
Two actions will be taken. First, the PhD candidate will have a co-supervisor that could be another member of the ERLA group or an international colleague. Second, a follow-up committee will be created to evaluate the development of the proposal. International colleagues that could participate as, either, co-supervisor or committee members are: – Tijs Rotsaert (Ghent University): https://biblio.ugent.be/person/802001492220 – Mien Segers (Maastricht University): https://cris.maastrichtuniversity.nl/portal/en/persons/mien-segers(a793a57e-21aa-469d-a103-55e826d2b522)/publications.html – Gavin Brown (The University of Auckland): https://unidirectory.auckland.ac.nz/profile/gt-brown – Jan-Willem Strijbos (Groningen University): https://www.rug.nl/staff/j.w.strijbos/ – Maryam Alqassab (Ludwig-Maximilians-Universität München): http://www.en.mcls.uni-muenchen.de/study_programs/reason/people/cohortof2013/phd-students/alquassab/index.html – Anastasiya Lipnevich (CUNY, USA): https://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Educational-Psychology/Faculty-Bios/Anastasiya-Lipnevich The six proposed members are international reputed scholars working in the peer assessment field. The PI has written articles with five of them. Then, upon availability, one of them could take the co-supervisor role. Having an international co-supervisor will increase the visibility of the dissertation, the PhD candidate international profile and the 6I-DIRS programme.
Regarding the alignment with the regional Smart Specialisation Strategy, the project touches two areas. First, among the RIS3 priorities it tangentially touches “Human health” as, by exploring the influence of personality traits on peer assessment we would be able to anticipate stressful learning situations for students that suffer under social comparison. By identifying different profiles, it will be possible to generate different peer assessment interventions better tailored to such needs. And second, it also touches “Leisure, entertainment and culture” as this is an educational project in connection with culture.
In relationship to stakeholders there are three different levels. First, the institutional level at Universidad de Deusto. The Vice-chancellor of Teaching and teaching innovation and the Vice dean of the Education section are members of our ERLA group. They will receive reports about our results to explore how to implement peer assessment in our classrooms. Second, at a regional level, the dissertation results will also be presented to the Education Department at the Basque government to study its implications for primary and secondary education. Finally, third, our results will also be presented at the European level through associations with which we have previously collaborated in the t-MAIL project (http://www.tmailproject.eu/) such as GO! responsible for providing community education in Dutch speaking Belgium on behalf of the Flemish community.
Industrial doctorate is not envisaged since the programme requires the researcher to be hired by the University of Deusto. However, if the participation of an industrial partner is regarded appropriate, it will be involved in the research and training of the PhD student since the beginning.
IMPACT
This project will have the following impact beyond its scientific impact:
– Manual for implementation of peer assessment. From the results, we will create a clear roadmap on how to implement successful peer assessment interventions in higher education. This will be distributed through the Universidad de Deusto mail-list and internationally in conferences and through our networks.
– Better gender results. This project will help us decrease the gender breach by understanding how males and females react to peer assessment. It should be expected to find interesting results as with self-assessment.
– Possible creation of software in collaboration with another Deusto research group which would allow to establishing a line of research that could lead to more European funding.
– Possible collaboration with the European software company Peer grade. INNOVATION
This project presents the following innovative features: 1- It will explore three factors (i.e. gender, academic attainment and personality) that are central to the implementation of peer assessment that are unexplored. By understanding how these effect, we will create educational innovation. 2- If the collaboration with DEUSTEK is fruitful, we would be developing a software or platform to help implement peer assessment. This could later be tested within University of Deusto classroom being an important educational resource for the teachers. 3- If a collaboration is established with the Peer grade company, their software would be backed up with strong empirical data. This could lead to new products or options within their line of existent products. Importantly, this company is European. INCLUSION
Peer assessment is already being implemented in classrooms and very little is known about how it influences the inclusion dimension. It is unknown its implementation might influence differently to men and women (gender), students with different academic skills (low vs. medium vs. high), and different temperament (personality). This is precisely why this research project will target effects on gender, academic skills and personality. Therefore addressing the inclusion dimension is one of the main cores of the proposal.
This project will have the following impact beyond its scientific impact:
– Manual for implementation of peer assessment. From the results, we will create a clear roadmap on how to implement successful peer assessment interventions in higher education. This will be distributed through the Universidad de Deusto mail-list and internationally in conferences and through our networks.
– Better gender results. This project will help us decrease the gender breach by understanding how males and females react to peer assessment. It should be expected to find interesting results as with self-assessment.
– Possible creation of software in collaboration with another Deusto research group which would allow to establishing a line of research that could lead to more European funding.
– Possible collaboration with the European software company Peer grade.
This project presents the following innovative features: 1- It will explore three factors (i.e. gender, academic attainment and personality) that are central to the implementation of peer assessment that are unexplored. By understanding how these effect, we will create educational innovation. 2- If the collaboration with DEUSTEK is fruitful, we would be developing a software or platform to help implement peer assessment. This could later be tested within University of Deusto classroom being an important educational resource for the teachers. 3- If a collaboration is established with the Peer grade company, their software would be backed up with strong empirical data. This could lead to new products or options within their line of existent products. Importantly, this company is European.
INCLUSION
Peer assessment is already being implemented in classrooms and very little is known about how it influences the inclusion dimension. It is unknown its implementation might influence differently to men and women (gender), students with different academic skills (low vs. medium vs. high), and different temperament (personality). This is precisely why this research project will target effects on gender, academic skills and personality. Therefore addressing the inclusion dimension is one of the main cores of the proposal.
Peer assessment is already being implemented in classrooms and very little is known about how it influences the inclusion dimension. It is unknown its implementation might influence differently to men and women (gender), students with different academic skills (low vs. medium vs. high), and different temperament (personality). This is precisely why this research project will target effects on gender, academic skills and personality. Therefore addressing the inclusion dimension is one of the main cores of the proposal.
