Peer assessment helps students to be more objective about their own learning and it can assist learning, it is argued. Its worth to student evaluation would perhaps be questionable too.
Sure, Peer assessment helps students to be more objective about their own learning and it can assist learning.
This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project performance than those in the peer feedback condition did, and (b) students in the rubric condition could perform equally well as those in both of the hybrid and peer feedback conditions. The qualitative findings suggested that besides types of assessment, other possible confounding variables that might affect performance included perceived learning benefits, professional assessment, acceptance, and the online PA system.
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This chapter explores the notions of quality and/or quality assurance in scholarship through peer assessment or peer review. It takes peer assessment or peer review as critical components of quality control in scholarly publishing. While there is tacit knowledge that philosophically ‘quality’ is a notoriously elusive and value-laden term, there is a consensus that quality presupposes other related notions such as exceptionality, perfection or consistency, ‘fitness-for-purpose’ or ‘value-for-money’. In scholarship peer assessment or peer review is regarded as a dependable anchor for assuring, supporting and maintaining the quality and integrity of the research that gets published. Thus the chapter’s stance is that the peer review or peer-assessment process is critical scholastic pillar in that it acts as a quality control mechanism that ensures that the validity, reliability, veracity and integrity of published research are maintained and assured.Chapter Quality research through peer assessment
Presentation Peer Assessment Rating (PAR)
Peer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.
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