Peer Assessment Method Research Articles

Peer Assessment of Contributions to a Group Project: A comparison of holistic and category-based approaches

This paper reports the results of an experiment which compared a holistic and category-based approach to peer assessment of contributions to a group project. Students undertook a group assignment and assessed each other's contributions using the two approaches. Holistic peer assessment yielded a much greater number of groups who awarded each member equal marks than the category-based peer assessment used in the study. The holistic approach also produced a greater proportion of students with a large gain and a large loss of marks than the category-based method. The paper argues that the holistic approach supports the purposes of summative peer assessment methods within group project work better than the category-based approach. However, it is argued that the category-based approach is useful for formative assessment.

Context, conflict, and resolution: a new conceptual framework for evaluating professionalism.

Context, conflict, and resolution: a new conceptual framework for evaluating professionalism.

The Use of Student Derived Marking Criteria in Peer and Self-assessment

This paper reports a study which implemented and evaluated a method of student self and peer assessment involving student constructed marking criteria. The theme of the importance of marking criteria (Orsmond et al ., 1996, 1997) is developed. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the comparison and evaluation of (1) student self and tutor marking for individual marking criteria; (2) student self and peer marking for individual marking criteria; and (3) student and tutor marking for student constructed and tutor provided individual marking criteria. The present study shows that: (a) students may be less able to discriminate between individual marking criteria which they have constructed compared to marking criteria that have been provided; (b) asking students to construct their own marking criteria in discussion with tutors or fellow students does not enhance agreement between student/tutor or student/student marking; and (c) allowing students to construct their own marking criteria may lead to different learning outcomes compared to providing students with a marking criteria.

Examining Student Satisfaction with Group Projects and Peer Assessment

ABSTRACT The efficiency and effectiveness of learning outcomes in groupwork and in peer assessment is well attested in the higher education literature. However, there is little evidence that any quantitative measures of student satisfaction have been undertaken with the group process and peer assessment. In this paper a peer assessment method is explained and a study detailed which was undertaken on a cohort of 261 students to measure student satisfaction of the assessment process. It was found that there were high levels of student satisfaction with groupwork and in the adopted assessment method. Further analysis revealed that there were no effects on the levels of satisfaction of students with the independent variables gender and age. Yet, there was a fairly significant difference in the levels of satisfaction of students having work experience favouring those without. Finally, there was found to be a substantial difference in the levels of satisfaction between Australian and international students with international students expressing higher values. It is recommended that this study be extended to other subjects and disciplines.

Improving and Encouraging Peer Assessment of Student Presentations

ABSTRACT The author has for some years used student presentation of syllabus material as a method of facilitating the development of self‐learning and presentation skills among final‐year undergraduates. These presentations have been graded by their classmates, both to develop their critical abilities and to increase their involvement and interest in these ‘mini‐lectures’. More recently, a more detailed method of peer assessment has been introduced which has greatly decreased the spread of grades given to individuals by the members of the class; this also resulted in an enhanced correlation of the average grade for a given student from the class with the lecturer's grade for the same student. Previously the students were asked to give a single, overall grade for each presentation; now four aspects were to be graded using a 5‐point Likert scale, with descriptive sentences for each of the four aspects: knowledge, body language, voice and overall effect.

The Importance of Marking Criteria in the Use of Peer Assessment

Abstract This paper reports a study which implemented and evaluated a method of peer assessment, as a formative and summative assessment procedure. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. This paper contains details of a method which allows student peer and tutor marking of work against the individual marking criteria to be evaluated. The results show that a comparison between the tutor and the student peer mark may be misleading as a guide to the validity of peer assessment. The importance of considering the individual sections of the marking criteria is illustrated. It was found that when the individual criteria were analysed the number of students marking the same as the tutor ranged from 31% to 62%. It also became clear that specific areas of the marking criteria were prone to over and under‐marking. Analysis of student feedback forms showed that students not only liked carrying out peer assessment, but felt the benefits in terms of developing facets of their learning process and heightening their awareness of their work. These results are discussed in the light of other studies.

A revised class play method of peer assessment.

A revised class play method of peer assessment.

A revised class play method of peer assessment.

Presentation d'une technique sociometrique applicable en milieu scolaire permettant d'evaluer la relation interpair: le Revised Class Play Method

Dominance and altruism among adolescent males: A comparison of ethological and psychological methods

Three methods of assessing dominance and altruism in adolescents were compared: self-reports, observation of behavior, and peer rankings. Results indicate that the behavior observation and peer assessment methods are congruent in portraying which adolescents were the most and least dominant and altruistic. While the self-report measure of social responsibility is significantly related to the behavioral assessment of altruism, there is little relationship between these two methods of assessing dominance. An ethological approach to studying human behavior fulfills one aspect of what personality theorists report is urgently needed in the field of personality research: observation of behavior in natural settings.

Comparison of peer assessment methods: Reliability, validity, friendship bias, and user reaction.

Comparison of peer assessment methods: Reliability, validity, friendship bias, and user reaction.

Comparison of peer assessment methods: Reliability, validity, friendship bias, and user reaction.

Comparison of peer assessment methods: Reliability, validity, friendship bias, and user reaction.

Methods of peer assessment.

Methods of peer assessment.

Methods of peer assessment.

Methods of peer assessment.

Perceptions of clinical years' medical students and interns towards assessment methods used in King Abdulaziz University, Jeddah.

Objectives:The study was done to determine the perception of clinical years’ medical students and interns about assessment methods used in Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia.Methods:A cross sectional study was conducted during the educational year 2012/2013. A multistage stratified random sample method was used to select 600 senior medical students (4th-6th) and interns. Perception of medical students and interns about different assessment formats was inquired using 3 points Likert scale.Results:About two-fifths of participants agreed that assessment methods are comprehensive, reflecting what they taught, and challenging them. MCQs were the commonest (56.8%) preferred written assessment format. OSCE (74.1%) and OSPE (70.6%) were seen as good tools for assessing clinical competencies. Students had good perceptions towards peer assessment, log-book and open book exams. Males preferred peer assessment method more than females, with a statistical significant difference (χ2 = 6.43, p< 0.05).Conclusion:Assessment plan needs further improvements and should be designed prospectively along with learning outcomes, as only about 40 % of participants agreed with assessment items. The current development of the faculty Assessment Unit will provide much help. This will lead to better preparation of medical students for their future responsibility as tomorrow’s doctors.