Exploring the Relations between Peer Assessment, Self-Assessment, and Academic Achievement in School Science Experiment Course

Riana Nurismawati(1), Lilit Rusyati(2), Hanna Nurul Husna(3), Winda Hidayanti(4),

DOI: https://doi.org/10.46843/jiecr.v6i3.2269


(1) Science Education, Universitas Pendidikan Indonesia, Indonesia
(2) Science Education, Universitas Pendidikan Indonesia, Indonesia
(3) Science Education, Universitas Pendidikan Indonesia, Indonesia
(4) STEM Education, King’s College London, United Kingdom

Abstract

Assessment has a pivotal role in education to evaluate students’ performance, with peer- and self-assessment as alternative tests to enhance the learning process. However, the links between self and peer assessment remain lacking in studies, in addition to academic achievement, particularly in science education. This study explores the correlations among peer assessment, self-assessment, and academic achievement (GPA) for higher education in School Science Experiment Courses. A correlational and comparative research design was conducted involving 96 preservice teachers. Data were analyzed using SPSS, with Spearman’s rank correlation for link analyses and the Kruskal-Wallis test with post-hoc comparisons for group differences. For overall scores, results described a strong relationship between peer and academic achievement and a weak correlation between peer- and self-assessment. No significant correlation was shown between self-assessment and GPA. For specific indicators, peer assessment is linked strongly with GPA all across indicators, while peer- and self-assessment correlated in six out of ten indicators, and the correlation between self-assessment and GPA lies in one indicator. Group comparisons revealed significant differences in peer- scores across High, average-, and low-achiever groups but no significant differences in self-scores. This relationship shows other alternative and innovative assessments that improve reflective skills and active learning.

Keywords

Peer-assessment, self-assessment, academic achievement, correlation

Full Text:

PDF

References

Absolum, M. (2011). Clarity in the Classroom: Using Formative Assessment for Building Learning-Focused Relationships. Portage & Main Press.

Akbar, M. N., Firman, H., & Rusyati, L. (2017). Developing Science Virtual Test to Measure Students’ Critical Thinking on Living Things and Environmental Sustainability Theme. Journal of Physics: Conference Series, 812(1), 12106.

Banarjee, P., & Kumar, K. (2014). A Study on Self-Regulated Learning and Academic Achievement Among the Science Graduate Students. International Journal of Multidisciplinary Approach and Studies, 1(6), 329–342.

Bland, L. M., & Gareis, C. R. (2018). Performance Assessments: A Review of Definitions, Quality Characteristics, and Outcomes Associated with Their Use in K-12 Schools. Teacher Educators’ Journal, 11, 52–69.

Boud, D. (2013). Enhancing Learning Through Self-Assessment. Routledge.

Boud, D., Lawson, R., & Thompson, D. G. (2013). Does Student Engagement in Self-Assessment Calibrate Their Judgement Over Time? Assessment & Evaluation in Higher Education, 38(8), 941–956.

Brown, G. T. L. (2022). The Past, Present and Future of Educational Assessment: A Transdisciplinary Perspective. Frontiers in Education, 7.

Brown, G. T. L., & Harris, L. R. (2013). Student Self-Assessment. In SAGE Handbook of Research on Classroom Assessment (pp. 367–393). Sage.

Butler, Y. G. (2018). The Role of Context in Young Learners’ Processes for Responding to Self?Assessment Items. The Modern Language Journal, 102(1), 242–261.

Cirit, D. K. (2021). An Analysis of Self-, Peer-, and Teacher- Assessment Within the Scope of Classroom Teaching Activities. Shanlax International Journal of Education, 9(S2-Sep), 150–163.

Creswell, J. W. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.

Dayal, H. (2021). How Teachers Use Formative Assessment Strategies During Teaching: Evidence from the Classroom. Australian Journal of Teacher Education, 46(7), 1–21.

Deneen, C., & Boud, D. (2014). Patterns of Resistance in Managing Assessment Change. Assessment & Evaluation in Higher Education, 39(5), 577–591.

Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The Impact of Peer Assessment on Academic Performance: A Meta-Analysis of Control Group Studies. Educational Psychology Review, 32(2), 481–509.

Dysthe, O. (2007). The Challenges of Assessment in a New Learning Culture. In Balancing Dilemmas in Assessment and Learning in Contemporary Education (pp. 15–28). Routledge.

Ebenezer, E., & Atakpa, A. O. (2023). Assessing the Correlational Statistics: The Direction, Weight and the Relevance in Educational Research. Intercontinental Journal of Education, Science and Technology, 7(1).

Essam, F., El, H., & Ali, S. R. H. (2022). A Comparison of the Pearson, Spearman Rank and Kendall Tau Correlation Coefficients Using Quantitative Variables. Asian Journal of Probability and Statistics, 36–48.

Ghorbanpour, E., Abbasian, G. R., & Mohseni, A. (2021). Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? International Journal of Language Testing, 11(1).

Heritage, M., & Wylie, C. (2018). Reaping the Benefits of Assessment for Learning: Achievement, Identity, and Equity. ZDM, 50(4), 729–741.

Hernandez, H. (2021). Testing for Normality: What is the Best Method. ForsChem Research Reports, 6(5), 1–38.

Iglesias, M. C. P., Vidal-Puga, J., & Pino Juste, M. R. (2022). The Role of Self and Peer Assessment in Higher Education. Studies in Higher Education, 47(3), 683–692.

Karami, A., & Rezaei, A. (2015). An Overview of Peer-Assessment: The Benefits and Importance. Journal for the Study of English Linguistics, 3(1), 93–100.

Langan, A. M., Shuker, D. M., Cullen, W. R., Penney, D., Preziosi, R. F., & Wheater, C. P. (2008). Relationships Between Student Characteristics and Self-, Peer and Tutor Evaluations of Oral Presentations. Assessment and Evaluation in Higher Education, 33(2), 179–190.

Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative Assessment as Practice: The Role of Students’ Motivation. Assessment & Evaluation in Higher Education, 46(2), 236–255.

Magin, D. (2001). Reciprocity as a Source of Bias in Multiple Peer Assessment of Group Work. Studies in Higher Education, 26(1), 53–63.

Manisier, K., Glackin, M., & Harrison, C. (2024). Not Missing Their Targets: Exploring the Impact of Mock Examination Feedback Practices. Impact: Journal of the Chartered College of Teaching.

Matsuno, S. (2009). Self-, Peer-, and Teacher-Assessments in Japanese University EFL Writing Classrooms. Language Testing, 26(1), 75–100.

Medland, E. (2016). Assessment in Higher Education: Drivers, Barriers and Directions for Change in the UK. Assessment & Evaluation in Higher Education, 41(1), 81–96.

Morris, R., Perry, T., & Wardle, L. (2021). Formative Assessment and Feedback for Learning in Higher Education: A Systematic Review. Review of Education, 9(3), e3292.

Murphy, D. H., Little, J. L., & Bjork, E. L. (2023). The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment. Educational Psychology Review, 35(3), 89.

Nordstokke, D., & Stelnicki, A. M. (2024). Pairwise Comparisons. In Encyclopedia of Quality of Life and Well-Being Research (pp. 4935–4936). Springer.

Nurov, A. (2000). Self-Assessment of Foreign Language Achievement: The Relationship Between Students’ Self-Assessment, Teachers’ Estimates and Achievement Test [Master's thesis, Bilkent University].

Oren, F. S. (2018). Self, Peer and Teacher Assessments: What is the Level of Relationship Between Them? European Journal of Education Studies.

Panadero, E., Brown, G. T. L., & Strijbos, J.-W. (2016). The Future of Student Self-Assessment: A Review of Known Unknowns and Potential Directions. Educational Psychology Review, 28, 803–830.

Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of Self-Assessment on Self-Regulated Learning and Self-Efficacy: Four Meta-Analyses. Educational Research Review, 22, 74–98.

Rahman, K. A., Hasan, M. K., Namaziandost, E., & Ibna Seraj, P. M. (2021). Implementing a Formative Assessment Model at the Secondary Schools: Attitudes and Challenges. Language Testing in Asia, 11(1), 18.

Ratminingsih, N. M., Marhaeni, A., & Vigayanti, L. P. D. (2018). Self-Assessment: The Effect on Students’ Independence and Writing Competence. International Journal of Instruction, 11(3), 277–290.

Reinholz, D. (2016). The Assessment Cycle: A Model for Learning Through Peer Assessment. Assessment & Evaluation in Higher Education, 41(2), 301–315.

Rhodes, M. G. (2016). Judgments of Learning: Methods, Data, and Theory. In The Oxford Handbook of Metamemory (Vol. 1, pp. 65–80). Oxford University Press.

Rusyati, L., Rustaman, N. Y., Widodo, A., & Ha, M. (2021). Development of Questionnaire Instrument to Assess Students’ Transformative Competencies in Science Learning. Journal of Physics: Conference Series, 2098(1).

Salas-Bustos, D. A., Coral-Padilla, S. J., Bustos-Lozano, H. L., & Belén, M. (2025). The Role of Formative Assessment in Higher Education: Strategies to Improve Learning and Knowledge Retention. Journal of Higher Education Theory and Practice, 23, 5441–5455.

Salehi, M., & Daryabar, B. (204). Self-and Peer Assessment of Oral Presentations: Investigating Correlations and Attitudes. English for Specific Purposes World, 15(42), 1–12.

Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4–14.

Sitzmann, T., & Johnson, S. K. (2012). When is Ignorance Bliss? The Effects of Inaccurate Self-Assessments of Knowledge on Learning and Attrition. Organizational Behavior and Human Decision Processes, 117(1), 192–207.

Stan?i?, M. (2021). Peer Assessment as a Learning and Self-Assessment Tool: A Look Inside the Black Box. Assessment & Evaluation in Higher Education, 46(6), 852–864.

To, J., & Panadero, E. (2019). Peer Assessment Effects on the Self-Assessment Process of First-Year Undergraduates. Assessment & Evaluation in Higher Education, 44(6), 920–932.

Topping, K. J. (2009). Peer Assessment. Theory into Practice, 48(1), 20–27.

Wanner, T., & Palmer, E. (2018). Formative Self-and Peer Assessment for Improved Student Learning: The Crucial Factors of Design, Teacher Participation and Feedback. Assessment & Evaluation in Higher Education, 43(7), 1032–1047.

Weeden, P., Winter, J., & Broadfoot, P. (2002). Assessment. Psychology Press.

Wiliam, D. (2011). What is Assessment for Learning? Studies in Educational Evaluation, 37(1), 3–14.

Refbacks

  • There are currently no refbacks.


View My Stats