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1.
Stuart A. Fry 《Assessment & Evaluation in Higher Education》1990,15(3):177-189
The implementation of peer marking within an existing tutorial system is examined. Peer marks were found to be in close agreement with the tutor's, lending credibility to the approach. The benefits of peer marking were discussed with the students, including their possible improvement in examination technique. This teaching approach has the added advantage in that the tutor can more easily act as a facilitator (rather than as an assessor) in the tutorial sessions. At the end of the year an evaluation of peer marking was carried out
Results from a questionnaire showed that five relative advantages of peer marking had been achieved. Further, the students believed that their work had been marked fairly, and that peer marks should count towards their end‐of‐year marks. Peer marking was found tobe most successful, fully complementing a tutorial system of teaching. 相似文献
2.
AbstractPeer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs. 相似文献
3.
Overcoming the potential dilemma of awarding the same grade to a group of students for group work assignments, regardless of the contribution made by each group member, is a problem facing teachers who ask their students to work collaboratively together on assessed group tasks. In this paper, we report on the procedures to factor in the contributions of individual group members engaged in an integrated group project using peer assessment procedures. Our findings demonstrate that the method we used resulted in a substantially wider spread of marks being given to individual students. Almost every student was awarded a numerical score which was higher or lower than a simple group project mark would have been. When these numerical scores were converted into the final letter grades, approximately one-third of the students received a grade for the group project that was different from the grade that they would have received if the same grade had been awarded to all group members. Based on these preliminary findings we conclude that peer assessment can be usefully and meaningfully employed to factor individual contributions into the grades awarded to students engaged in collaborative group work. 相似文献
4.
Richard J. Almond 《Assessment & Evaluation in Higher Education》2009,34(2):141-148
This report describes a small study that analysed module marks of one cohort of science undergraduates from one academic year. It explored how group summative assessment marking affected the overall marks in comparison with individual assessment. A tutor allocated students to mixed ability project groups. Individual marks for the group work component were derived by tutor‐, peer‐, and self‐assessment weighting. The results showed that students with high individual marks obtained lower marks in the group component. Similarly, students with low individual marks obtained higher marks in the group component. Study limitations, results and conclusions are reported. 相似文献
5.
Background: Research on peer assessment has noted ambiguity among students in using peer assessment for improving their work. Previous research has explained this in terms of deficits in the student feedback, or differences in student views of what counts as high-quality work.
Purpose: This study frames peer assessment as a social process in the science classroom. The aim is to explore peer assessment in science education as social practice in order to contribute to an understanding of the affordances and constraints of using peer assessment as a learning tool in science education.
Design and Method: The study was conducted in four lower secondary school classes, school years 8 and 9, in two different schools. An intervention study was designed focussing on the topic of experimental design. It involved the students in a process of peer assessment where they designed experiments individually, and then exchanged their designs, conducted each other’s experiments, provided feedback to each other and revised their original design after discussing the feedback in groups. Data were collected in the form of audio recordings of student discussions and written work.
Results: The results show that, although not all peer feedback resulted in revisions, peer feedback was useful to the students in group interaction when negotiating quality in their work.
Conclusions: To conclude, the potential for using peer assessment in science education should not only be evaluated through the students’ revisions but also in terms of in what ways the feedback constitutes interactional resources for defining quality in student work. 相似文献
6.
Deanne Boydell 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):45-52
The work that this paper reports concerns a small scale investigation and evaluation of the technique of peer group review in the assessment of design and technology project work. A cohort of fifty first year undergraduate students of Industrial Design and Technology was involved in the assessment of four practical design coursework projects which they had submitted. Two particular aspects of peer group review are considered: the validity of student assessment in relation to parallel judgements made by academic staff; the perceptions which undergraduate students hold regarding the benefits and difficulties of this system of assessment. The paper seeks to identify the potential contribution that the technique of peer group review could make towards more effective and efficient assessment of design and technology project work from student and staff perspectives. 相似文献
7.
M. J. Pitt 《Teaching in Higher Education》2013,18(2):233-241
Students in higher education are increasingly expected to work in small groups on projects over several weeks or longer. Where these make an important contribution to their marks, the application of games theory shows that the best strategy for the students may not be that which promotes teamwork and co-operation. Furthermore, putting students into groups can randomly disadvantage some students relative to others, producing serious unfairness in assessment. 相似文献
8.
ABSTRACTDance courses aim to not only intensify learners’ dance skills, but also cultivate their personal dancing features, self-confidence, self-reflection ability, creative power, appreciation ability, to name just a few, in order to attain much higher level artistic performance. In the present study, an approach which integrates mobile peer assessment into flipped learning is proposed. Moreover, a 9-week experiment was conducted to explore the effects of the approach on students’ dance skills, self-efficacy, and learning satisfaction. The results indicated that the students learning with the integrated mobile peer assessment and flipped learning approach had better dance skills than those learning with the conventional flipped learning approach and traditional instruction. In terms of self-efficacy, the students learning with the conventional flipped learning approach outperformed those learning with the proposed approach and traditional instruction. In terms of learning satisfaction, the conventional flipped learning approach outperformed the traditional instruction. Discussion and suggestions are provided accordingly. It is suggested that teachers who want to incorporate flipped learning into dance courses may decide whether to combine peer assessment according to the teaching objectives. 相似文献
9.
Ciprian Spatar Henny Mills Vedrana Kutija Martin Cooke 《Assessment & Evaluation in Higher Education》2015,40(3):371-389
Group work can form a substantial component of degree programme assessments. To satisfy institutional and student expectations, students must often be assigned individual marks for their contributions to the group project, typically by mapping a single holistic group mark to individual marks using peer assessment scores. Since the early 1990s, various mapping methods that use self- and peer ratings have been developed. They are based on (normalised) individual weighting factors, partial scaling of the group mark, inter-rater agreement corrections or parabolic functions. We show that no single existing method can be successfully applied to most practical peer assessment scenarios such as different marking scale interpretations, intra-group ranking errors, biased free-riders and marks exceeding 100%. We present a combined analytical mapping method that incorporates the benefits of existing mechanisms, but alleviates their weaknesses with minimum computational effort and tutor input. The robustness of the method is illustrated through problematic assessment examples and empirically evaluated in multiple group work environments involving a total of 243 students and five different disciplines. 相似文献
10.
Abstract Peer assessment was introduced into the assessment strategy of two marketing modules on two undergraduate programmes at Manchester Metropolitan University. A questionnaire was used to elicit responses from a sample of 80 students concerning their attitudes to and experience of, the peer assessment exercise. Students felt that the benefits of peer assessment were: the increase in personal motivation as a result of their active involvement in the assessment process; the opportunity to compare and discuss the assignment, and the opportunity to gain knowledge and develop a greater understanding of the assignment content and assessment process. Criticisms included the effects of personal bias on the marks awarded, the interpretation of criteria and the ability of the students to assess. Some students regarded peer assessment as an incentive to perform, while others saw it as an unfair system that lacked objectivity. Over half the sample regarded assessment as solely a role for the tutor. The research found that peer assessment made a valuable contribution to the variety of assessment and it enabled students to better understand the assessment process, however, it was a time consuming process for tutors 相似文献
11.
Abstract Practical work is an important element in undergraduate engineering courses and laboratory‐based classes provide valuable experience. It is also important students should experience real industrial problems preferably through industrially related projects. A scheme was started in 1969 to provide students in the Department of Electronic & Electrical Engineering with industry‐based, group project work. The Sheffield Industrial Project Scheme (SHIPS) is an intensive 8‐day exercise in which groups of students are taken to a company, given a real problem and then asked to provide some possible solutions which they present orally and as a written report. It has hitherto been regarded as a valuable exercise in itself, developing students' personal skills and experience, and no mark is awarded at present. A student‐based marking scheme has been tried, but it was not well received. 相似文献
12.
Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores. 相似文献
13.
Mehdi Chowdhury 《Assessment & Evaluation in Higher Education》2020,45(5):643-650
AbstractThe method of normalisation combined with peer ratings is utilised to provide the solution to the biased rating problem of mapping group work marks to individual marks. We critically evaluate the method of normalisation following the findings of an article which argued against the use of self and/or peer rating mechanism. We demonstrate that the findings of that article also hold for the method of normalisation as the influence of human behavioural factors are not accommodated in the designs. Additionally, we argue that the method (and its variants) is rather complicated, where all possible contingencies are not pre-specified. It makes the arrangement between tutors and students in conducting peer assessments incomplete and unverifiable by a third party. 相似文献
14.
Teresa McConlogue 《Assessment & Evaluation in Higher Education》2012,37(1):113-123
Peer assessment of long written tasks poses particular problems as these tasks typically involve complex learning and solving ill‐structured problems which require divergent responses. Marking reliability of this kind of writing task is difficult to achieve. The author illustrates this through an evaluation of two implementations of peer assessment, involving 81 students, in a UK university. In these implementations, all peer assessor grades were returned to students (not just mean grades). In this way students were exposed to subjectivity in marking. The implementations were evaluated through questionnaires, focus groups, observations of lectures and tutor interview. While students reported a better understanding of quality in student writing as a result of their experience, many complained that peer assessors’ marks were not ‘fair’. The article draws on recent research on the reliability of tutor marking to argue that marking judgements are subjective and that peer assessment offers the opportunity to explore subjectivity in marking, creating an opportunity for dialogue between tutors and students. 相似文献
15.
This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the training, students reviewed learning concepts, discussed marking criteria, graded example projects and compared their evaluations with the instructor’s evaluation. Data were collected in the form of initial and final versions of students’ projects, students’ scoring of example projects before and after the assessment training, and written feedback that students provided on peer projects. Results of data analysis indicate that the assessment training led to a significant decrease in the discrepancy between student ratings and instructor rating of example projects. In addition, the degree of student vs. instructor discrepancy was highly predictive of the quality of feedback that students provided to their peers and the effectiveness of revisions that they made to their own projects upon receiving peer feedback. Smaller discrepancies in ratings were associated with provision of higher quality peer feedback during peer assessment, as well as better revision of initial projects after peer assessment. 相似文献
16.
Hongli Li Yao Xiong Charles Vincent Hunter Xiuyan Guo Rurik Tywoniw 《Assessment & Evaluation in Higher Education》2020,45(2):193-211
AbstractIn recent years, there has been an increasing use of peer assessment in classrooms and other learning settings. Despite the prevailing view that peer assessment has a positive effect on learning across empirical studies, the results reported are mixed. In this meta-analysis, we synthesised findings based on 134 effect sizes from 58 studies. Compared to students who do not participate in peer assessment, those who participate in peer assessment show a .291 standard deviation unit increase in their performance. Further, we performed a meta-regression analysis to examine the factors that are likely to influence the peer assessment effect. The most critical factor is rater training. When students receive rater training, the effect size of peer assessment is substantially larger than when students do not receive such training. Computer-mediated peer assessment is also associated with greater learning gains than the paper-based peer assessment. A few other variables (such as rating format, rating criteria and frequency of peer assessment) also show noticeable, although not statistically significant, effects. The results of the meta-analysis can be considered by researchers and teachers as a basis for determining how to make effective use of peer assessment as a learning tool. 相似文献
17.
This paper details a collaborative action research enquiry undertaken while both authors worked at the University of Glasgow. It explores the use of class debates as a teaching method in an International Management Honours course as the framing context for developing students' capacity to assess their own and each other's learning through the debates. In addition, issues of assessment for grading purposes are signalled and explored with the students. The collaborating partners in the study were a Management Studies lecturer and a Higher Education Studies lecturer, who worked together on the framework for the debates, reflected on the unfolding process together, and collected and analysed evidence. This case suggests that the debates enabled students to develop a critical view of the topics under discussion and to acquire a number of 'transferable skills', for example, team work. On peer grading, students were ambivalent. While self-and peer assessment appears to work well for formative purposes, summative peer assessment may not be welcomed by students. 相似文献
18.
AbstractTechnology-facilitated peer assessment is gaining increasing attention. However, evidence for the contribution of technology-facilitated peer assessment to learning achievements has not been investigated. The present meta-analysis integrated findings on the effects of technology-facilitated peer assessment based on two main elements: (1) technology-facilitated peer assessment, (2) the use of extra supporting strategies in technology-facilitated peer assessment. A total of 37 empirical studies published from 1999 to 2018 were selected and analysed. Results indicated that technology-facilitated peer assessment had a significant and medium effect on learning achievements with an overall mean effect size of 0.576. The use of extra supporting strategies in technology-facilitated peer assessment also produced a positive and medium effect on students’ learning achievements with an overall mean effect size of 0.543. Different moderator variables, such as task types, assessment modes, training for assessors, durations, grouping types and assessment methods were related to different effect sizes. The results together with the implications for both practice and research are discussed. 相似文献
19.
Lynette MacKenzie 《Assessment & Evaluation in Higher Education》2000,25(2):135-147
This study was undertaken in order to evaluate the use of students as peer assessors, in collaboration with academic tutors, in the assessment of second-year viva examinations as part of a problem based learning occupational therapy curriculum. Data were collected from three consecutive cohorts of second-year students (N = 93), and an assessment was made of the reliability of the academic tutor marking, and the reliability of peer marking against the tutor marks. Results demonstrated that overall ratings of the viva examination performances given by the panel of assessors (two peer assessors and one academic tutor), were significantly correlated. On some occasions, such as the assessment of a borderline student, the ratings given were not as closely correlated. Some modifications of the examination process are suggested in order to optimise the reliability of the outcomes, but the study results lend support for the practice of peer assessment. 相似文献
20.
Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》1997,22(4):357-368
This paper reports a study which implemented and evaluated a method of student self‐assessment. The theme of the importance of marking criteria (Orsmond et al., 1996) is developed. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. The study was designed to allow the evaluation of (1) student self and tutor marking for individual marking criteria; and (2) student vs student marking of their poster work for individual marking criteria. A comparison between the tutor and the student self‐assessed mark reveals how important it is to consider the individual marking criteria rather than the overall mark. These results support our findings on peer assessment reported earlier (Orsmond et al., 1996). The results also illustrate the potential pitfalls that exist when making assumptions about the degree of student/student interaction and students’ marking ability. This study supports previous work which showed that self‐assessment is extremely useful in helping students reach their learning goals, i.e. it is a strong formative educational tool and can be used in order to bring about behavioural changes in students with regard to their own learning processes. 相似文献