SHE2013pre.pdf (276.9 kB)
Download filePeer assessment without assessment criteria
journal contribution
posted on 2013-09-16, 13:36 authored by Ian JonesIan Jones, Lara AlcockLara AlcockPeer assessment typically requires students to judge peers' work against assessment criteria. We tested an alternative approach in which students judged pairs of scripts against one another in the absence of assessment criteria. First year mathematics undergraduates (N = 194) sat a written test on conceptual understanding of multivariable calculus, then assessed their peers' responses using pairwise comparative judgement. Inter-rater reliability was investigated by randomly assigning the students to two groups and correlating the two groups' assessments. Validity was investigated by correlating the peers' assessments with (i) expert assessments, (ii) novice assessments, and (iii) marks from other module tests. We found high validity and inter-rater reliability, suggesting that the students performed well as peer assessors. We interpret the results in the light of survey and interview feedback, and discuss directions for further research into the benefits and drawbacks of peer assessment without assessment criteria.
History
School
- Science
Department
- Mathematics Education Centre
Citation
JONES, I. and ALCOCK, L., 2013. Peer assessment without assessment criteria. Studies in Higher Education, 39 (10), pp. 1774-1787.Publisher
Taylor and Francis © Society for Research into Higher EducationVersion
- 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
2014Notes
This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 02/09/13, available online: http://wwww.tandfonline.com/10.1080/03075079.2013.821974.ISSN
0307-5079eISSN
1470-174XPublisher version
Language
- en