A Modified Peer Rating System to Recognise Rating Skill as a Learning Outcome

Autor/inn/en	Cheung-Blunden, Violet; Khan, Saera R.
Titel	A Modified Peer Rating System to Recognise Rating Skill as a Learning Outcome
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 1, S.58-67 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2017.1280721
Schlagwörter	Peer Evaluation; Rating Scales; Skill Development; College Students; Reading Assignments; Reflection; Group Discussion; Feedback (Response); Group Activities; College Faculty; Intervention; Program Effectiveness; Pretests Posttests + Suchen Sie Ihr Suchwort? Rating-Skala; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Gruppendiskussion; Gruppenaktivität; Fakultät
Abstract	The peer rating system used here advances the quantitative literacy goals outlined in the social sciences. We instituted a mid-semester intervention to teach rating skills and used an index to track longitudinal changes of skill mastery over the course of the semester. Seventy-four students in five advanced research classes followed the procedure of the existing peer rating system by completing reading assignments, writing reflections online, engaging in class discussions, rating their peers' reflections and receiving feedback on their group effort. Peer ratings were then compared with each other and also with the instructor ratings to derive individualised indices of reliability and validity. These technical indicators enabled two rounds of assessment before and after a class-wide intervention. An omnibus test across the five classes showed a significant improvement in rating quality due to the intervention. Our courses not only met a quantitative learning outcome but also promised vocational competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01