Student Peer Assessment Using Adaptive Comparative Judgment: Grading Accuracy versus Quality of Feedback

Autor/inn/en	Demonacos, Constantinos; Ellis, Steven; Barber, Jill
Titel	Student Peer Assessment Using Adaptive Comparative Judgment: Grading Accuracy versus Quality of Feedback
Quelle	In: Practitioner Research in Higher Education, 12 (2019) 1, S.50-59 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Student Evaluation; Peer Evaluation; Grading; Accuracy; Feedback (Response); Summative Evaluation; Evaluative Thinking; College Students; Pharmaceutical Education; Judges; Evaluation Methods + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Notengebung; Collegestudent; Judge; Richter
Abstract	In this study we explored the potential of adaptive comparative judgement (ACJ) as a medium for peer assessment and for the giving and receiving of peer feedback. ACJ is a marking protocol in which the assessor (or judge) merely compares two answers and chooses a winner. Repeated judgements and a suitable sorting algorithm allow marks to be derived from a rank order of scripts. Feedback can be added to each script. In this case study (a 500 word report in year 3 of a pharmacy programme) each student gave feedback to 10 others and the overall feedback standard was high, but, as judges, students were inconsistent with one another and with staff assessment. This contrasts with a previous exercise, in which a robust assessment was achieved but feedback was less good. A hierarchical marking scheme and explicit feedback guidelines may be key to optimising ACJ-based student peer assessment. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://ojs.cumbria.ac.uk/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01