Gender and Academic Major Bias in Peer Assessment of Oral Presentations

Autor/in	Aryadoust, Vahid
Titel	Gender and Academic Major Bias in Peer Assessment of Oral Presentations
Quelle	In: Language Assessment Quarterly, 13 (2016) 1, S.1-24 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2015.1133626
Schlagwörter	Gender Differences; Majors (Students); Peer Evaluation; Oral Language; Science Education; Formative Evaluation; Asians; College Students; English (Second Language); Second Language Learning; Student Evaluation; Scores; Goodness of Fit; Bias; Role + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Oral interpretation; Mündlicher Sprachgebrauch; Naturwissenschaftliche Bildung; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulnote; Studentische Bewertung; Rollen
Abstract	The fairness and precision of peer assessment have been questioned by educators and academics. Of particular interest, yet poorly understood, are the factors underlying the biases that cause unfair and imprecise peer assessments. To shed light on this issue, I investigated gender and academic major biases in peer assessments of oral presentations. The study sample comprised 66 science students enrolled in a formative assessment-based communication module at an Asian university. Each student presented an oral presentation in English and also evaluated 10-14 of their classmates' oral presentations. The students' evaluations were anchored by the instructor's evaluation of each oral presentation. I performed many-facet Rasch measurement (MFRM) for two purposes: (a) to examine the effect of multiple facets on the student and teacher ratings of oral presentations and (b) to adjust the ratings on oral presentations according to gender and academic major biases. The scores assigned by student raters had good fit to MFRM; however, when students evaluated oral presentations by peers of the opposite sex, the scores were overestimated. An academic major bias was also observed, where students consistently underestimated the scores of same-major peers. After adjusting for biases, it was concluded that peer assessments can be a reliable and useful form of formative assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01