Online peer assessment

Online peer assessment: effects of cognitive and affective feedback
Instructional Science. March 2012, 40(2): 257-275
Jingyan Lu, Nancy Law
http://link.springer.com/article/10.1007%2Fs11251-011-9177-2

This study reports the effects of online peer assessment, in the form of peer grading and peer feedback, on students’ learning.

One hundred and eighty one high school students engaged in peer assessment via an online system—iLap.
The number of grade-giving and grade-receiving experiences was examined and the peer feedback was coded according to different cognitive and affective dimensions.
The effects, on both assessors and assessees, were analyzed using multiple regression.

The results indicate that the provision by student assessors of feedback that identified problems and gave suggestions was a significant predictor of the performance of the assessors themselves, and that positive affective feedback was related to the performance of assessees.
However, peer grading behaviors were not a significant predictor of project performance.
This study explains the benefits of online peer assessment in general and highlights the importance of specific types of feedback.
Moreover, it expands our understanding of how peer assessment affects the different parties involved.

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related:
Quantitative studies of student self-assessment in higher education: a critical analysis of findings
Higher Education, 1989, Volume 18, Issue 5, pp 529-549
David Boud, Nancy Falchikov
http://link.springer.com/article/10.1007%2FBF00138746

Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselves vis-á-vis teachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.

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