Peer feedback as assessment practice in doctoral programs: a systematic review of empirical research

Abstract

Within the broad debate on the use of feedback in Higher Education, peer assessment represents a practice that facilitates student learning through interaction and the promotion of autonomy.
Starting from the definition of assessment practice – which fits into the broader theoretical framework of the balanced assessment system – the use of peer feedback is analyzed in light of the model we have called AsOFAL (Assessment Of, For, As Learning) and within the context of the research doctorate.
The contribution presents a qualitative synthesis of research related to the use of feedback as a practical assessment of students’ learning in the research doctorate, with particular reference to
the use of peer feedback. The identification and synthesis of the research was conducted through a systematic review. 11,829 contributions were extracted without time constraints from the query of several aggregators and databases (ProQuest, Scopus, Web of Science, EBSCO). 15 contributions were included in the analysis by means of a text-mining work following a selection of inclusion / exclusion criteria and critical assessment. The analysis of the literature, selected on the basis of contextual and methodological criteria, allowed the elaboration of a first mapping. The impact of the use of this assessment practice and the possible areas of development are henceforth defined.