Peer Assessment without Assessment Criteria

Autor/inn/en	Jones, Ian; Alcock, Lara
Titel	Peer Assessment without Assessment Criteria
Quelle	In: Studies in Higher Education, 39 (2014) 10, S.1774-1787 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.821974
Schlagwörter	Peer Evaluation; Evaluation Criteria; Alternative Assessment; Undergraduate Students; College Mathematics; College Freshmen; Calculus; Comparative Testing; Comparative Analysis; Matched Groups; Interrater Reliability; Expertise; Novices; Learning Modules; Feedback (Response); Interviews; Test Reliability; Test Validity; Student Attitudes; Teaching Methods; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Studienanfänger; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Interrater-Reliabilität; Expert appraisal; Learning module; Lernmodul; Interviewing; Interviewtechnik; Testreliabilität; Testvalidität; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie
Abstract	Peer assessment typically requires students to judge peers' work against assessment criteria. We tested an alternative approach in which students judged pairs of scripts against one another in the absence of assessment criteria. First year mathematics undergraduates (N?=?194) sat a written test on conceptual understanding of multivariable calculus, then assessed their peers' responses using pairwise comparative judgement. Inter-rater reliability was investigated by randomly assigning the students to two groups and correlating the two groups' assessments. Validity was investigated by correlating the peers' assessments with (i) expert assessments, (ii) novice assessments, and (iii) marks from other module tests. We found high validity and inter-rater reliability, suggesting that the students performed well as peer assessors. We interpret the results in the light of survey and interview feedback, and discuss directions for further research into the benefits and drawbacks of peer assessment without assessment criteria. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10