A Study of the Relationship between the Use of Peer Assessment and Critical Thinking Skills among Undergraduate Students in the Faculty of Education
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Abstract
This study, titled “A Study of the Relationship between the Use of Peer Assessment and Critical Thinking Skills among Undergraduate Students in the Faculty of Education,” employed a survey research design. The objectives were: 1) to examine the relationship between the use of peer assessment and critical thinking skills among undergraduate students, and 2) to compare students’critical thinking skills based on different types of peer assessment received. The sample consisted of 615 undergraduate students from the Faculty of Education, Ramkhamhaeng University, selected through multistage random sampling. The research instrument was a questionnaire measuring the use of peer assessment practices and critical thinking skills among undergraduate students. Data were analyzed using Pearson’s correlation coefficient and one-way analysis of variance (ANOVA).
The findings revealed that: 1) the use of peer assessment was positively correlated with critical thinking skills in all aspects, with statistical significance at the .01, and the overall correlation was high (r = .698). Among the dimensions, process-oriented assessment showed the highest correlation with rational decision-making (r = .894); 2) the comparison of mean scores indicated that students who received different types of peer assessment demonstrated significantly different levels of critical thinking skills at the .05 level (F (2, 612) = 3.252, p = .039). Specifically, students who experienced peer assessment in the form of scoring (M = 4.23, SD = .496) exhibited significantly higher critical thinking skills than those who engaged in peer assessment combined with self-assessment (M = 4.15, SD = .532).
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