Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

Daniel Bores-García, David Hortigüela-Alcalá, Gustavo González-Calvo and Raúl Barba-Martín
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Daniel Bores-García: Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Rey Juan Carlos University, 28922 Alcorcón, Madrid, Spain
David Hortigüela-Alcalá: Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Gustavo González-Calvo: Department of Didactics of Musical, Artistic and Body Expression, Faculty of Education of Palencia, University of Valladolid, 34004 Palencia, Spain
Raúl Barba-Martín: Department of Physical Education and Sport, University of León, 24007 León, Spain

Sustainability, 2020, vol. 12, issue 21, 1-15

Abstract: Purpose: A systematic review of the use of peer assessment in Physical Education in the last five years (2016–2020). Method: Four databases were used to select those articles that included information on peer assessment in Physical Education in the different educational stages. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, including the PICO (participants, intervention, comparators, and outcomes) strategy, after the exclusion criteria, 13 articles were fully assessed based on seven criteria: (1) year and author; (2) country; (3) educational stage; (4) type of paper; (5) purpose; (6) content; and (7) outcomes. Results: the results show that the research was geographically dispersed, although Spain and the USA had half of the articles reviewed. The research was carried out at all educational stages, although a greater focus was observed in higher education than in primary and secondary education. Quantitative, qualitative, and mixed research was almost equally represented, and dealt mainly with sports and games. Regarding the goals of the studies, a diversity of research so great that it produced a lack of continuity and coherence in the literature on the subject was found. The research results on the use of peer assessment showed an increase in the level of motivation, perceived teaching confidence and competence, and teaching self-efficacy. More research is needed on the benefits of the use of peer assessment on the self-regulation of learning and the critical thinking of students.

Keywords: formative assessment; peer assessment; physical education; systematic review; educational research (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:21:p:9233-:d:440904

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