Changes in the Reliability and Validity of Peer Assessment across the College Years

Autor/inn/en	Zhang, Fuhui; Schunn, Christian; Li, Wentao; Long, Miyin
Titel	Changes in the Reliability and Validity of Peer Assessment across the College Years
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 8, S.1073-1087 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Fuhui) ORCID (Schunn, Christian) ORCID (Li, Wentao) ORCID (Long, Miyin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1724260
Schlagwörter	Foreign Countries; Reliability; Validity; Peer Evaluation; Second Language Learning; English (Second Language); Undergraduate Students; Majors (Students); College Freshmen; College Seniors; Writing Evaluation; Scores; China + Suchen Sie Ihr Suchwort? Ausland; Reliabilität; Gültigkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule
Abstract	Although a variety of learning benefits of peer assessment have been documented, many concerns remain regarding its reliability and validity, especially for peers at early learning stages and for English as a foreign language (EFL) learners in general. Such concerns may prevent adoption of peer assessment for instruction. To help localize the appropriate contexts for peer assessment, this study examined whether reliability and validity of peer assessment changes over years in a program either for overall scores or specifically for high-level dimensions or language conventions. Participants were 118 English major undergraduates in a comprehensive university in Northeast China. We found that the peer assessments for both 1st year and 4th year students had high reliability, similar to reliability levels shown by teachers. However, the validity of peer assessment showed developmental growth: the peer assessments of 1st year EFL students had low validity, especially for assessments of language conventions, but relatively strong validity of assessments of higher-level dimensions in both 1st and 4th year students. This study suggests peer assessment may be valid for assessments of higher-level concerns across broad developmental levels, but may require stronger supports when used for assessing lower levels of language, particularly for students early on in their language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01