Postdoctoral Researcher in the Educational Technologies at the Open University of the Netherlands

Email: maryam.alqassab [at] ou.nl

Maryam Alqassab is a Postdoctoral Research Fellow in Learning Analytics for Formative Assessment at the Open University of the Netherlands. She obtained her PhD in the Learning Sciences from LMU Munich in 2017 with a focus on the role of peer feedback in supporting scientific reasoning and argumentation. Maryam worked as a research consultant for the Centre for Enhancement of Teaching and Learning (the University of Hong Kong (2018-2019). In 2021, she received the Juan de la Cierva Incorporación postdoctoral grant by the Spanish Ministry of Science and Innovation and served as a postdoctoral researcher at the University of Las Palmas de Gran Canaria, where she helped in the development of theory-based coding schemes to analyse teachers’ classroom messages using generative AI tools. As a learning scientist with expertise in formative assessment, Maryam is interested in the design of online and face-to-face learning environments that support active learners’ participation in the learning and assessment processes.
  • Formative assessment
  • (Peer) feedback
  • Learning analytics
  • Instructional design
  • PhD in Learning Sciences, LMU Munich, Germany, 2017
  • Master of Arts in Education, The University of Auckland, New Zealand, 2013
  • Bachelor of Arts (in Education & Psychology), The University of Auckland, New Zealand, 2012
  • Alqassab, M., Strijbos, J. W., Panadero, E., Fernández Ruiz, J., Warren, M., & To, J. (2023). A systematic review of peer assessment design elements. Educational Psychology Review, 35(18). https://doi.org/10.1007/s10648-023-09723-7 
  • Panadero, E., Alqassab, M., Fernández Ruiz, J., & Ocampo, J. C. (2023). A systematic review on peer assessment: Intrapersonal and interpersonal factors. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2164884 
  • Alqassab, M., & Panadero, E. (2022). Peer Assessment. Routledge. https://doi.org/10.4324/9781138609877-REE15-1  
  • Brown, G., Alqassab, M., Bulut, O., & Xiao, J. (2020). Detecting differential item functioning of polytomous items in small samples: Comparison of MIMIC with a Pure Anchor and MIMIC-Interaction methods. Psychological Test and Assessment Modeling, 65(4) 
  • Panadero, E., & Alqassab, M. (2019). An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation, and peer grading. Assessment & Evaluation in Higher Education, 44 (8), 1253-1278. https://doi.org/10.1080/02602938.2019.1600186 
  • Panadero, E., Jonsson, A. & Alqassab, M. (2018). Peer feedback used for formative purposes: Review of findings. In A. Lipnevich & J. K. Smith (Eds.), The Cambridge Handbook of Instructional Feedback. Cambridge University Press.  
  • Alqassab, M., Strijbos, J. W., & Ufer, S. (2018). Preservice mathematics teachers’ beliefs about peer-feedback, perceptions of their peer-feedback message, and emotions as predictors of peer-feedback accuracy and comprehension of the learning task. Assessment and Evaluation in Higher Education, 44 (1), 139–154. https://doi.org/10.1080/02602938.2018.1485012  
  • Alqassab, M., Strijbos, J. W., & Ufer, S. (2018). The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis. Learning and Instruction, 58, 182–192. https://doi.org/10.1016/j.learninstruc.2018.07.003   
  • Alqassab, M., Strijbos, J. W., & Ufer, S.(2018). Training peer-feedback skills on geometric construction tasks: Role of domain knowledge and peer-feedback levels. European Journal of Psychology of Education, 33(1), 11–30. https://doi.org/10.1007/s10212-017-0342-0  
  • Alqassab, M., Strijbos, J. W., & Ufer, S. (2016). Exploring the composition process of peer feedback. In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P.(Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS), Volume 2 (pp.862-865). Singapore: International Society of the Learning Sciences.