Permalink : http://hdl.handle.net/2115/91705

JaLCDOI : 10.14943/J.HighEdu.31.1

This study examines the effects of and challenges in using peer assessment as formative and summative evaluations in Japanese higher education and proposes methods and possibilities for using peer assessment in digital educational settings. For this purpose, a review of research from 2013 to 2023, on peer assessment in Japanese higher education was conducted. The results showed that there were 59 studies on peer assessment with comments, 29 on peer assessment with scoring, and 42 on both. Furthermore, the studies implementing peer assessment were categorized into 3 types such as “studies focusing on the mechanism of peer assessment,” “studies verifying the learning effects of peer assessment,” and “studies on the integration of peer assessment and ICT.” Going forward, there will be a demand for classroom practices focused on supporting educators in implementing peer assessments, improving the quality of comments in formative peer assessments, and enhancing the convenience and reliability of peer assessments using ICT tools.