Learning with Peers in Higher Education: Exploring Strengths and Weaknesses of Formative Assessment

Abstract Implementing formative assessment strategies represents a challenge for higher education institutions. As they are frequently adopted only to support summative assessment and final grading, this study aims to investigate the most effective formative assessment strategies for higher education. It emphasizes the features of peer- and group-assessment, underlining strengths and weaknesses of both formative assessment strategies. Additionally, this study investigates the relationship between metacognitive and evaluative formative assessment aspects to support students’ learning processes and highlights the connection between formative and summative approaches. In the academic year 2023–2024, 240 higher education students were involved in a four-stage mixed-method study, alternating peer- and group-assessment strategies split in two steps focused on, respectively, metacognitive and evaluative aspects. Qualitative and quantitative data were collected after each stage. The findings revealed that students preferred the group-assessment and that the metacognitive formative assessment helped them improve their learning and prepare for the final test with summative assessment. Regarding policy implications, on the basis of this study, higher education institutions should improve instructor capacity to integrate formative assessment activities in their courses.