The document summarizes research on the use of peer assessment in education. It discusses five peer-reviewed articles on topics related to peer assessment, such as comparing authentic vs traditional assessment, using peer learning and tutoring to teach sustainability, investigating relationships between peer ratings and academic performance, developing models for online self-and-peer assessment, and exploring the benefits of peer-peer learning activities. For each article, it provides the author(s), title, intent, process, outcome, research gaps, and inferences. The summaries concisely highlight the key points and findings discussed in each research paper.

1. Literature Review
What is peer assessment
Peer review
And peer learning

2. Inferences: The paper implied that authentic assessment is a better way to assess students’ knowledge and
higher-order thinking skills than traditional assessment, and that teachers should design assessments that are
aligned with the curriculum and the learning objectives. The paper also suggested that authentic assessment can
provide more meaningful feedback to students, parents, and teachers.
Research gap: The paper did not address the limitations of the study, such as the sample size, the generalizability
of the findings, or the validity and reliability of the tests and the rubric. The paper also did not discuss the
implications of the study for teaching and learning, or suggest directions for future research.
Outcome: The results showed that the authentic test had a higher average score and elicited higher levels of
Bloom’s Taxonomy than the traditional test. The authentic test also revealed more about the students’
understanding of the concept of multiplication than the traditional test.
Process: The researcher gave two tests to 24 students: a traditional paper-and-pencil test on the nines
multiplication table, and an authentic test using blocks to create and explain multiplication problems. The tests
were scored and compared using Bloom’s Taxonomy and statistical analysis.
Intent: Intent: To compare authentic assessment and traditional assessment in a third grade math classroom and
determine which one requires higher-order thinking skills.
Author: Nikki Brawley
1. Authentic Assessment vs. Traditional Assessment: A Comparative Study

3. Inferences: Peer learning by peer tutoring is an effective and innovative teaching strategy to enhance student
learning and performance in sustainable design courses. It also fosters students’ communication, collaboration,
and critical thinking skills. Peer learning by peer tutoring can be integrated into architectural education to prepare
students for the challenges and opportunities of sustainable development.
Research gap: There is a dearth of literature focused on peer learning in the degree of architecture, and far less in
education in sustainable design. The study aims to investigate peer learning pedagogy by peer tutoring,
particularly in sustainable architecture courses in higher education.
Outcome: The qualitative and quantitative data analysis confirms that the proposed peer learning by peer
tutoring increased students’ knowledge, motivation, and commitment to sustainable design. In addition,
participants became more confident in applying sustainable design skills and their academic grades improved
more than 25% compared to previous courses using traditional teaching methods
Process: Based on class assignments proposed in two different architecture sustainability-focused courses, a total
of 103 students assessed the proposed peer learning experience and its impact on their sustainability mind-sets
and education. Subjective surveys for evaluating the peer learning experience were designed and delivered at
different stages of the course sequences. A total of 502 survey responses were obtained in the study
Intent: To introduce and examine peer learning pedagogy by peer tutoring to educate architecture students in
sustainable design
Author: M. Amparo Núñez-Andrés, Antonio, Martinez-MolinaNúria Casquero-Modrego, Jae Yong Suk
2. The Impact of Peer Learning on Student Performance in an Architectural
Sustainability Course

4. Inferences: To imply that holistic peer assessment of individual contributions to team design assignments may not be valid or aligned with
teacher assessment of team outcomes, and that further research is needed to determine what students are assessing in their peers and how
SAPCA can enhance teamwork learning and motivation
Research gap: To address the lack of studies on the reliability and validity of SAPCA in the context of design education, and to explore what
abilities and qualities students of design are assessing in their teammates.
Outcome: To find a weak but significant correlation between WAMs and SAPCA ratings, indicating that academically successful students tend to
make good teammates, but also to find no correlation between SAPCA ratings and individual design grades, suggesting that peers are assessing
different qualities in their teammates than teachers or context-specific abilities.
Process: To use an online Self-and-Peer-Continuous-Assessment (SAPCA) tool to collect peer ratings of team members’ contributions, and to
compare them with students’ Weighted Average Marks (WAMs) and individual design grades.
Intent: To investigate the relationship between architecture and construction management students’ overall academic abilities, their peer ratings
for contributions to team design assignments, and their specific abilities as building designers
Author: Richard Tucker
3. The architecture of peer assessment: do academically successful students make
good teammates in design assignments?

5. Inferences: To suggest that the SAPA model can be adapted and implemented in other disciplines and
contexts, and that it can enhance the teaching and learning of collaborative skills.
Research gap: To identify the need for further research on the variables that affect the SAPA ratings and
feedback, such as group size, discipline, culture, and experience.
Outcome: To find that the SAPA model improved the quality, fairness, and efficiency of group work
assessment, as well as the group dynamics and learning outcomes of the students.
Process: To pilot the SAPA model in four courses with different feedback options and compare the results
with entry and exit questionnaires, focus groups, and analysis of grades.
Intent: To evaluate and develop an online self-and-peer-assessment (SAPA) model for group work in
architecture and business communication courses.
Author: Richard Tucker, Jan Fermelis, Stuart Palmer
4. Online self-and-peer-assessment for teamwork in architecture and business
communications

6. Inferences: The authors suggested that peer-peer learning could positively complement more traditional architectural teaching
methods, and that introducing peer learning activities in the early stages of architecture education could help students to develop co-
operative life-skills and to “think like an architect”3. They also highlighted the importance of the design tutor’s facilitating and
coaching role, and the need for flexibility and responsiveness in the peer-peer learning activities.
Research gap: The authors identified a lack of research on how to best facilitate peer-peer learning in architectural design studio, and
how to embed a more collaborative studio culture throughout architectural education.
Outcome: The authors found that peer-peer learning activities supported certain learning outcomes such as working with others,
critical reflection and enquiry, communication and articulation of knowledge and ideas, and how to learn (individually and
collectively). They also found that peer-peer learning enhanced the studio culture and prepared students for collaborative practice.
Process: The authors conducted four development projects and learning experiments in different levels of architectural education at
the Aarhus School of Architecture in Denmark, using various methods of peer-peer learning such as feedback, group work,
presentations, and mentoring.
Intent: To explore the benefits and challenges of peer-peer learning in architectural design studio education, and to share four case
studies of different peer-peer learning activities.
Author: EDITOR:Ellyn Lester, Graham Cairns, Eric An
5. Education, Design and Practice – Understanding skills in a Complex World.

7. Inferences: The authors imply that self- and peer-assessment can help students develop the skills and abilities to make judgments
about their own and others’ work, which are essential for becoming accomplished and effective professionals. They also suggest that
self- and peer-assessment can promote deeper learning, student engagement, and critical thinking, if they are designed and
implemented with careful planning, scaffolding, and communication
Research gap: To address the lack of empirical research on the effectiveness of assessment strategies that contribute to future
learning, and to provide examples of how self- and peer-assessment can be aligned with the contexts and demands of the
professional community.
Outcome: To identify some of the benefits and challenges of using self- and peer-assessment, and to provide some recommendations
for other academics who want to use these processes to foster future learning.
Process: To describe and critique three initiatives that experimented with self- and peer-assessment in a faculty of education,
involving mathematics education, outdoor environmental education, and leadership education.
Intent: To explore how self- and peer-assessment can enhance students’ future learning in higher education, especially in the field of
education.
Author: Thomas, Glyn J; Martin, Dona; Pleasants, Kathleenm Cairns, Eric An
6. Using self- and peer-assessment to enhance students’ future-learning in higher
education

8. Inferences: The findings provide valuable insights for educators and policymakers seeking to integrate technology into the curriculum
effectively. By embracing blended learning, architecture institutions can prepare students for the digital era while maintaining the
fundamental principles of design education.
Research gap: There is a lack of empirical studies on the use of blended learning in architecture education, specifically in the context
of India.
Outcome: The results of the study indicate a significant rise in the adoption of blended learning in the postCovid-19 period. The
respondents reported a favourable attitude towards blended learning, recognizing its potential to enhance learning outcomes and
improve flexibility.
Process: A questionnaire was designed and administered to collect data from architecture students and educators in India, with a
focus on their experiences and perceptions of blended learning.
Intent: To explore the transition from traditional to blended learning in architecture education, focusing on the postCovid-19 period in
India.
Author: Tahir Abdul Rahman Siddiquee, Fadzidah Abdullah1, Aliyah Nur Zafirah Sanusi1, Mohd Khalid Hasan2
7. The Paradigm Shift from Traditional to Blended Learning Methodology in
Architecture Education

9. Refrences
1. Brawley, N., & Education, E. C. (2009). Authentic assessment vs. traditional assessment: a
comparative study. Bachelor of Science Honors, Coastal Carolina University.
2. Tucker, R. (2013). The architecture of peer assessment: do academically successful students make
good teammates in design assignments?. Assessment & Evaluation in Higher Education, 38(1),
74-84.
3. Núñez-Andrés, M. A., Martinez-Molina, A., Casquero-Modrego, N., & Suk, J. Y. (2022). The impact
of peer learning on student performance in an architectural sustainability course. International
Journal of Sustainability in Higher Education, 23(1), 159-176.
4. AMPS, C. (2019). AMPS CONFERENCE 17.1. Education, 17, 19.
5. Thomas, G. J., Martin, D., & Pleasants, K. (2011). Using self-and peer-assessment to enhance
students’ future-learning in higher education. Journal of University Teaching & Learning
Practice, 8(1), 1-17.
6. Siddiquee, T. A. R., Abdullah, F., Sanusi, A. N. Z., & Hasan, M. K. (2023). The Paradigm Shift from
Traditional to Blended Learning Methodology in Architecture Education. Journal of Advanced
Research in Applied Sciences and Engineering Technology, 33(1), 75-91.
7. Richard, T., & Catherine, R. (2006). The impact of teaching models, group structures and
assessment modes on cooperative learning in the student design studio. Journal for Education in
the Built Environment, 1(2), 39-56.