Examinando por Autor "Alqassab, Maryam"

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    Assessor versus assessee: a scoping review of the impact of peer assessment roles on cognitive, intrapersonal, and interpersonal outcomes
    (Springer Science and Business Media B.V., 2026-06-23) Zamorano Sande, David ; Alqassab, Maryam ; Panadero, Ernesto
    Peer assessment can shape students' learning across cognitive, intrapersonal, and interpersonal outcomes. When students participate in peer assessment, they can take on two distinct roles, as assessors or as assessees, each of which may shape their learning differently. However, only recently, there has been interest in comparing how each role contributes to students' learning. This comparison comes with a challenge: students usually play both roles reciprocally, making it difficult to disentangle the effect of each. We conducted a scoping review to examine the methodological approaches, and the evidence generated from peer assessment studies comparing the effects of the assessor and assessee roles on cognitive, intrapersonal, and interpersonal learning outcomes. Our review identified 19 studies, most conducted in higher education contexts. They compared the differential impact on cognitive (n = 9), intrapersonal (n = 9), and interpersonal (n = 1) outcomes. Among the studies focusing on cognitive outcomes, a subset used designs that specifically isolated each role, yet even these produced inconsistent results: in some studies students acting as assessors outperformed assessees, while in others both roles led to similar gains. In contrast, research focusing on intrapersonal and interpersonal outcomes is largely exploratory, though it offers a useful foundation for developing more focused designs aimed at specific variables. We propose a set of guidelines for future research aimed at systematically disentangling the impact of the assessor and assessee roles on the three aforementioned outcomes.
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    Provider versus recipient: peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions
    (Elsevier Ltd, 2026-03) Zamorano Sande, David ; Panadero, Ernesto; Alqassab, Maryam ; Gómez Varela, Joaquín Fernando
    When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education students completed a task, were randomly assigned to the provider or recipient role, and then completed a second task. The results showed no significant differences between roles in improvements in task performance or perceived learning, although both roles significantly improved over time. Role assignment also did not affect trust in oneself or peers, nor the intensity of epistemic emotions. Overall, these findings suggest that, in the short term, taking the role of provider or recipient leads to similar learning outcomes.
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    A systematic review of peer assessment design elements
    (Springer, 2023-02-09) Alqassab, Maryam; Strijbos, Jan‑Willem; Panadero, Ernesto; Fernández Ruiz, Javier ; Warrens, Matthijs; To, Jessica
    The growing number of peer assessment studies in the last decades created diverse design options for researchers and teachers to implement peer assessment. However, it is still unknown if there are more commonly used peer assessment formats and design elements that could be considered when designing peer assessment activities in educational contexts. This systematic review aims to determine the diversity of peer assessment designs and practices in research studies. A literature search was performed in the electronic databases PsycINFO, PsycARTICLES, Web of Science Core Collection, Medline, ERIC, Academic Search Premier, and EconLit. Using data from 449 research studies (derived from 424 peer-reviewed articles), design differences were investigated for subject domains, assessment purposes, objects, outcomes, and moderators/mediators. Arts and humanities was the most frequent subject domain in the reviewed studies, and two-third of the studies had a formative purpose of assessment. The most used object of assessment was written assessment, and beliefs and perceptions were the most investigated outcomes. Gender topped the list of the investigated moderators/mediators of peer assessment. Latent class analysis of 27 peer assessment design elements revealed a five-class solution reflecting latent patterns that best describe the variability in peer assessment designs (i.e. prototypical peer assessment designs). Only ten design elements significantly contributed to these patterns with an associated effect size R2 ranging from.204 to.880, indicating that peer assessment designs in research studies are not as diverse as they theoretically can be.