New Perspectives in Science Education

This study aims to examine the educational impact of incorporating peer assessment activities into laboratory report writing instruction during the early stages of higher education. In Japan, the development of evidence-based thinking and academic writing skills has been identified as a critical issue across all levels of education [1]. However, national academic surveys and university-level research indicate that students often enter higher education without sufficient training in logical reasoning and communication skills essential for academic writing [2]. To address this gap, the study focused on a foundational chemistry laboratory course involving 99 first-year university students with varying levels of prior experience in scientific writing. Over the course of 15 weeks, three peer assessment sessions were integrated into the laboratory instruction, and both pre- and post-surveys were conducted to analyze changes in students’ attitudes and perceptions[3].The results revealed distinct effects based on students’ prior experience with laboratory report writing. Students without previous experience reported increased confidence and motivation, noting that peer feedback helped them understand how to improve their reports. They also expressed a sense of growth in their ability to write scientifically. In contrast, students with prior experience showed enhanced awareness of content quality and demonstrated a stronger inclination to refine their work through comparison with peers. Across both groups, peer assessment activities[4]encouraged self-regulated learning and fostered a deeper engagement with the writing process[5].

These findings suggest that peer assessment is a valuable pedagogical tool for cultivating evidence-based thinking and academic writing skills in science education. By positioning students as active participants in the evaluation process, peer assessment promotes reflective learning and supports the development of essential competencies for academic success[6]. The study highlights the importance of structured feedback and collaborative learning environments in bridging the gap between secondary and higher education, particularly in the context of STEM disciplines. Ultimately, integrating peer assessment into laboratory instruction can contribute to more effective and meaningful science education, empowering students to become critical thinkers and skilled communicators.