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Peer assessment using comparative and absolute judgement

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journal contribution
posted on 27.11.2015, 10:00 by Ian Jones, Chris Wheadon
Peer assessment exercises yield varied reliability and validity. To maximise reliability and validity, the literature recommends adopting various design principles including the use of explicit assessment criteria. Counter to this literature, we report a peer assessment exercise in which criteria were deliberately avoided yet acceptable reliability and validity were achieved. Based on this finding, we make two arguments. First, the comparative judgement approach adopted can be applied successfully in different contexts, including higher education and secondary school. Second, the success was due to this approach; an alternative technique based on absolute judgement yielded poor reliability and validity. We conclude that sound outcomes are achievable without assessment criteria, but success depends on how the peer assessment activity is designed.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Studies in Educational Evaluation

Volume

47

Pages

93 - 101

Citation

JONES, I. and WHEADON, C., 2015. Peer assessment using comparative and absolute judgement. Studies in Educational Evaluation, 47, pp. 93-101.

Publisher

© Elsevier

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

This paper was accepted for publication in the journal Studies in Educational Evaluation and the definitive published version is available at http://dx.doi.org/10.1016/j.stueduc.2015.09.004.

ISSN

0191-491X

Language

en

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