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Peer assessment using comparative and absolute judgement
journal contribution
posted on 2015-11-27, 10:00 authored by Ian Jones, Chris WheadonPeer 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 EvaluationVolume
47Pages
93 - 101Citation
JONES, I. and WHEADON, C., 2015. Peer assessment using comparative and absolute judgement. Studies in Educational Evaluation, 47, pp. 93-101.Publisher
© ElsevierVersion
- 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
2015Notes
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
0191-491XPublisher version
Language
- en
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