Peer, Professor and Self-Evaluation of Class Participation

Autor/inn/en	Ryan, Gina J.; Marshall, Leisa L.; Porter, Kalen; Jia, Haomiao
Titel	Peer, Professor and Self-Evaluation of Class Participation
Quelle	In: Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 8 (2007) 1, S.49-61 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787407074049
Schlagwörter	Peer Evaluation; Self Evaluation (Individuals); Student Evaluation; Student Participation; Teacher Attitudes; Grades (Scholastic); Validity; College Students; College Faculty; Grade Point Average; Evaluation Methods + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Notenspiegel; Gültigkeit; Collegestudent; Fakultät
Abstract	The purpose of this project was to determine the validity of peer and self-evaluations of class participation compared to professors' class participation grades. Students (N = 96) evaluated themselves and their classmates on class participation on a four-point scale and students were required to assign grades in a normalized distribution. Relative to faculty evaluations, the bias and precision of the peer grades were 0.48 points and 36.3 per cent (p less than 0.05) and self-evaluations scores were -0.48 and 77.5 per cent (p less than 0.05).There was no correlation between a student's grade point average and his/her opinion of this process (R = 0.02). Students did not like peer assessment using forced distribution of grades. (Contains 4 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10