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Embedding peer assessment in MCQs has improved immediate performance but increased task duration without enhancing

Jean-François Parmentier1, Kevin Sigayret2, Franck Silvestre3

  • 1IRIT, Université de Toulouse, CNRS, Toulouse INP, IPSA, Toulouse, France.

Frontiers in Psychology
|October 17, 2025
PubMed
Summary

Peer assessment in multiple-choice questions (MCQs) improved immediate performance but not long-term learning. Written feedback particularly helped lower-performing students, though all peer assessment tasks took longer.

Keywords:
asynchronous learningconceptual transferimmediate performancemultiple-choice questionspeer assessmentpeer instruction

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Area of Science:

  • Educational Technology
  • Cognitive Science

Background:

  • Multiple-choice questions (MCQs) are scalable tools for assessment in higher education and online training.
  • Peer assessment, including evaluating written explanations, is explored for enhancing cognitive engagement and learning in asynchronous settings.

Purpose of the Study:

  • To investigate the impact of peer assessment on student cognitive engagement and learning outcomes in asynchronous online learning environments.
  • To compare the effects of different types of peer assessment (agreement ratings vs. written feedback) on MCQ performance and conceptual understanding.

Main Methods:

  • One hundred undergraduate science students were randomly assigned to three groups: standard MCQs, MCQs with peer explanation ratings, and MCQs with written peer feedback.
  • Participants completed experimental and transfer questions, with completion time and performance recorded.

Main Results:

  • Both peer assessment groups showed significant immediate performance gains.
  • Written feedback in peer assessment notably benefited lower-performing students.
  • No significant differences in transfer question performance were observed across groups.
  • Task duration increased significantly with peer assessment, especially for the written feedback group.

Conclusions:

  • Peer assessment, particularly with written feedback, enhances immediate MCQ performance but does not improve transfer of knowledge.
  • The increased time commitment for peer assessment raises questions about its cost-effectiveness in time-limited educational contexts.
  • Further research is needed to determine conditions for achieving long-term benefits from peer assessment interventions.