Contribution of Peer Assessment on Mathematics Learning Outcomes among Secondary School Students: A systematic Review of Literature

Abstract

Peer assessment has gained wider attention as a formative practice in mathematics education. Recent studies describe peer review as a process that deepens reflection during classroom assessment. The approach allows learners to examine peer responses, discuss errors, and apply shared judgement criteria. This review article examines how peer assessment contributes to mathematics learning outcomes among secondary school students. Attention is directed to mathematics test scores, problem solving ability, computational accuracy, and procedural correctness. The review also considers feedback exchange, learner interaction, and assessment criteria as supporting classroom processes. A structured review procedure was used to identify, screen, and synthesize relevant literature for the article. The reviewed evidence suggests that peer assessment can support improvement across several mathematics outcomes. However, the strength of this contribution depends on how carefully the practice is organized in classrooms.