Group Peer Assessment for Summative Evaluation in a Graduate-Level Statistics Course for Ecologists

Autor/inn/en	ArchMiller, Althea; Fieberg, John; Walker, J.D.; Holm, Noah
Titel	Group Peer Assessment for Summative Evaluation in a Graduate-Level Statistics Course for Ecologists
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 8, S.1208-1220 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (ArchMiller, Althea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1243219
Schlagwörter	Evaluation Methods; Peer Evaluation; Summative Evaluation; Graduate Students; Statistics; Ecology; Integrated Learning Systems; Assignments; Scoring Rubrics; Student Attitudes; Homework; Grades (Scholastic); Grading; Student Evaluation; College Faculty; Surveys; Group Dynamics + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistik; Ökologie; Assignment; Auftrag; Zuweisung; Scoring formulas; Auswertungsbogen; Schülerverhalten; Hausaufgabe; Notenspiegel; Notengebung; Schulnote; Studentische Bewertung; Fakultät; Survey; Umfrage; Befragung; Gruppendynamik
Abstract	Peer assessment is often used for formative learning, but few studies have examined the validity of group-based peer assessment for the summative evaluation of course assignments. The present study contributes to the literature by using online technology (the course management system Moodle™) to implement structured, summative peer review based on an anchored rubric in an ecological statistics course taught to graduate students. We found that grade discrepancies between students and the instructor were fairly common (60% of assignments), relatively low in value (mean = 3.3 ± 2.5% on assignments that had discrepancies) and proportionally higher for criteria related to interpretation of statistical results and code quality and organisation than for criteria related to the successful completion of analysis or instructional tasks (e.g. fitting particular statistical methods, de-identification of one's submission). Students reported that the peer assessment process increased their exposure to alternative ways of approaching statistical and computational problem-solving, but there were concerns raised about the fairness of the process and the effectiveness of the group component. We conclude with some recommendations for implementing peer assessment to maximise student learning and satisfaction. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01